North and South Education policies from international organizations support the restructuring of education along common lines. The aim is to promote a utilitarian vision of education as a tool for skilling future workers in line with the globalization of economies. However, while the vision of education change can be viewed a global template of reform there is tensions in how this reform is being received in different local spaces. By examining the experiences and opinions of teachers from countries representing north/south global spaces it is possible to identify the social and political implications of education reform. As global communities are becoming more inexorably linked through global policies, there is a growing political and social divide in the impact these policies have on teachers and their practice. The paper aims to discuss the social and cultural differences between teachers from the north and south and analyze the way that these divisions are being tackled in global policy constructed by international organizations.