This is indeed no easy task. For one thing, schooling is not centrally coordinated in the United States. The American educational system is highly decentralized and different “political cultures are associated with particular geographic areas” (Fowler, 2000, p. 93) across the country, affecting schooling and global citizenship education in various ways. Also, although new reforms and policies are common and somewhat consistent across states, the penetration of these reforms and policies into classroom teaching and student learning (i.e., where formal education takes place) is potentially diluted. This means that those who actually coordinate educational efforts at the school level (i.e., classroom teachers and administrators) have various interpretations of educational reforms and policies, which may or may not include an understanding of the global or national significance of the schooling going on in their own schools and classrooms. Teachers and school administrators in the U.S. cannot afford to be unaware of the importance of global citizenship.