The goal of glocalization in education is to enhance learning outcomes by fusing local and global concepts. Glocalization emphasizes the importance of the global perspective while also acknowledging the differences within contexts, calling for the utilization of local knowledge. The purpose of this record of study is to identify the level of students' engagement in lessons that are implemented using a glocalized focus to the curriculum and the grade four teacher perceptions of the impact of a glocalized unit plan on student engagement. Three teachers and five students participated in this qualitative research study. Their experiences were observed during a six-week unit of study. Data for this qualitative research were collected from face-to-face interviews and classroom observations. Using an in-vivo coding technique, the interviews were written down and subsequently analyzed. Before, during, and after the classroom observations, field notes were also taken. Data were analyzed through thematic coding. The results of this study suggest that when there is a glocalized focus, student engagement increases, and therefore, learning outcomes become more apparent. One conclusion is that schools should use resources supporting glocalized learning to enhance the quality of education. Recommendations for further research and implications are also discussed. [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.]