The GENE Global Education Innovation Award aims to reward and support organizations whose goal is to provide innovative Global Education, valuing youth participation in democratic processes. Toward that end, funders are sensitive to whether and how organizations support youth participation and civic engagement. Funding applications, thus, become a way for organizations to enact their own values and strategies for promoting youth participation. This paper reports on a secondary analysis of applications to GENE, revealing an emphasis on participatory practices. The data includes 82 excerpts across eight applications awarded funding and 13 applications honoured as runners-up. Using values analysis, we explored how organizations described engaging participants and the importance of participants' activities as forwarding the organization's purpose. Analysis uncovered three major values: Perspective on Participation; Rhetoric of Participation; and Agents of Participation. While all applicants shared similar values of youth participation in their organizations, how they expressed the importance of their participants differed. Ultimately, Awardees emphasized what their organization could do for participants, whereas the Runners Up focused on what their participants were doing through their engagement. The findings exhibit how participation and practice in Global Education initiatives are enacted in discourse.