Obviously, a full examination of all aspects of global citizenship education and political socialization is beyond the scope of this paper, but even so, the U.S. case summarized here is relatively rare in the global citizenship education literature since it assesses the relative influence of a set of schooling variables (teacher training and experience, presence of a curriculum, class size, and school sector) as well as variables on the youth’s experience of schooling (democratic classroom, educational expectations, school peer discussion of politics) (Cheung & Leung, 1998; Losito & Mintrop, 2001; R. Niemi & Junn, 1998). Finding substantial effects among these variables on youths’ political knowledge, skills, and attitudes will further justify considering global citizenship education as a robust factor in political socialization.