This study presents six teacher participants through a narrative inquiry that examined their teaching using inquiry-based instruction infused in global perspectives at various school settings from the following parts of the world: Malaysia, Wyoming, Maine, South Korea, Austria, and Lebanon. This study involved all six participants to share their personal and professional experience in seeing how they teach inquiry that is infused in global perspectives through their own cultural competency. The study paid particular attention toward how teachers use the C3 Framework and the way in which global perspectives are utilized in their classrooms. Data was collected through interviews, teacher reflections, teaching logs, and the inquiry. The data was analyzed through multiple rounds of coding procedure to find common themes among the participants. This research shows the findings within cases and then shares a cross-case analysis among the participants. The findings involved four major themes: (1) challenges in designing inquiries with a global perspective; (2) inquiry implementation connected with global citizenship education; (3) purposeful pedagogies by overlapping global perspectives and teachers' cultural competency; and (4) obstacles in designing and implementing inquiry through global perspectives. [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.]