This study explored rural educators' perceives surrounding the influence of their own sociocultural background on the glocal curriculum they implement and students' glocal worldview development. "Glocal," in this study, referred to the concept of contextualizing globalization through a local lens. Current studies either focused on teacher perceptions from a quantitative viewpoint, an urban education viewpoint, or were based in other professional fields, such as healthcare or economics. While this study was informed by academic literature, it filled a gap in research surrounding rural, Appalachian-based educators through an interpretive qualitative research design. The purpose of this study was to explore the perspectives of rural, secondary-level educators in Appalachian-Ohio and West Virginia regarding the influence of their sociocultural background on glocal curriculum implementation and students' glocal worldviews. I analyzed research through a conceptual framework that fused Vygotsky's Sociocultural Theory, Cooperrider's Appreciative Inquiry approach, and the Hodges? Health Career Model, a glocal framework. Finally, based on the data and implications of the study, I list specific recommendations for educators, educational leaders, policy makers, and teacher preparation programs in Appalachian regions or other rural regions with glocal connection in mind. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]