Advanced information technology has made global networks of various sectors such as business, government, education, communities, humanitarian acts, and crime easier to organize and strengthen. The world has become increasingly borderless. Thus, it is inevitable that young generations need to be prepared for the challenge of exposure to different cultures, ethics, values, and ways of life. The awareness of global competition has influenced policies in education. The discourse on preparing children for global competition is stated in many government documents related to education. However, there is a lack of research examining how teachers construct knowledge about global citizenship. Using in-depth interviews with six teachers who teach young children aged 4–12 years old, this study explores teachers’ understanding of the global citizenship discourse. This study finds complexity and contradictory understanding of global citizenship, especially in terms of ethics and morality.