Internationally, there has been a growing interest among educational systems in reassessing the knowledge, attitudes, and skills necessary for success in the 21st-century global world. This paper aims to add to the literature about how and to what extent the global emphasis in education is approached, framed, and practiced within different national contexts at the primary and secondary level. The focus is on the federal US education system, where internationalization pathways are established and shaped by a complex constellation of actors, as well as horizontal and vertical policy directions. Specifically, this article discusses recent US discourses and frameworks of internationalization and provides an overview of the ways in which the public school system in Washington, DC has pursued a comprehensive approach to internationalization, which is both locally responsive and inclusive.