Teachers are uniquely situated to enact best practices for the direct benefit of student learning. However, teachers often lack opportunities to exercise agency, the capacity to "make an impact or exert power." When teachers develop agency, they are better able to implement place-based, relevant lessons for their students. The authors created a cooperative community of professionals in which teachers from different cultures could learn from one another, developing agency and improving practice to make STEM relevant and applicable to their students. This project took place over a four-month period in spring 2021 in the United States and Pakistan. It was led by three American classroom teachers (Robyn Embry, a high school teacher in Indiana; Melissa Olson, a high school science teacher in Minnesota; and Linda Rost, a high school science teacher in Montana), and an international educator (Shazia Iqbal, from Pakistan and Texas). The authors conducted the project as part of a global STEM course at Texas Tech University, where they were all doctoral students, under the mentorship of professor Walter Smith. The project was divided into four phases. The following four phases, along with discussing what was learned and final thoughts are presented in this article: (1) Meet and greet; (2) Unconference; (3) Share; and (4) Teaching others.