Global competence is an increasingly important disposition for today's society. Prospective teachers will have to be able to teach effectively in multicultural classrooms as well as develop dispositions of global competence in their future students. This pilot study was aimed at investigating what aspects of global competence should be integrated into initial teacher education programmes. Twenty-four teacher educators from fifteen European countries were involved in a qualitative study to underscore the topics, the contexts, the actors and the methodologies that can support the integration of global competence into programmes for preservice teachers. The findings indicate that global competence is a multidimensional concept associated with aspects directly related with the teaching profession such as cooperation, inclusion, social engagement, multicultural dialogue. The results also identify the methods and the contexts for an educational pathway for preservice teachers where the idea of global competence can emerge more easily.