This paper describes the process of implementing the Global Storylines (GSL) approach in Czech primary schools by looking at the data (interviews, participatory observations, written teachers' reflections) collected from 12 primary schools. It attempts to analyze the main effects of GSL on pupils, teachers, and the class as a whole and demonstrates how the GSL approach contributes significantly to the understanding of diversity, development of self-confidence, mutual respect, empathy, and the ability to cooperate.