A joint project between Manchester Metropolitan University (MMU) and Manchester Development Education Project (DEP) is responding to the current government's imperative for all children to be educated to become active global citizens. The joint project aims to ensure that MMU trainee teachers have a critical understanding of global citizenship and the necessary skills and values underpinning the notion to be able to teach for active global citizenship. However initial research has found that content and pedagogy employed by tutors will vary significantly depending on the tutor. Moreover there is no exploration of tutor or student values and attitudes held prior to their teaching and training yet it is assumed that all student teachers can and will include global citizenship in the classroom, a concept that is value-laden. Implicit in this assumption must therefore be a further assumption that personal values, attitudes and background are not relevant when teaching for global citizenship. This paper will report on the next stage of the research which will test these assumptions Case study research will be carried out with four newly qualified teachers who participated in research focus groups. These focus groups found that some student teachers are engaging with education for global citizenship more readily than others: In my second [placement school] there were so many issues going on in the local community and so many issues the school had to deal with, it felt like then to do global issues would have been putting too much on the plate of, like, 6 year old children…….. It just felt like 'How can I even go there with those children when they're coming in every day with issues from their street?' (Extract from student focus group) The research will employ multiple case study methodology and each teacher will be the subject of a case study. Each study will address the following key questions: " What are the main factors which have an impact on an individual's ability to teach for global citizenship and include the global dimension in their teaching? " Does teaching in the classroom bear any resemblance to that which national and international policy set out to achieve? This will involve looking at their life up until now including influences from home and school; their personal beliefs, values, and attitudes; what they consider to be 'good global citizenship' and where this understanding has come from; their teaching style; their use of resources; their actions and behaviour generally in the school. From an analysis of the case studies the research will address the following questions and try to draw some conclusions: " Are there any significant differences between the way female and male teachers approach the teaching of the global citizenship? If so, what are they? How does an individual's identity impact on teaching global citizenship? " Can individuals be trained to be effective global citizenship educators, regardless of personal values and attitudes, or does one need to be personally committed to the ideals of global citizenship? " What happens if an individual's values are at odds with those that underpin a particular education initiative such as education for global citizenship? It is hoped that these findings will contribute to knowledge about how to train teachers to teach education for global citizenship and, indeed, whether effective teaching of global citizenship requires a particular type of individual.