Revision with unchanged content. As the last few decades have seen a proliferation of debate concerning today’s international system referred to as “globalization”, education has experienced an exponential rise in curriculum (such as that promoted by global education, international education, and the International Baccalaureate Organization) that instills students with “international understanding” and “global perspectives”. Through a two-site, interpretive study, this doctoral dissertation explored the nature of 15 students’ international understanding and their grasp of globalization. International Baccalaureate students from Estado de México and Texas revealed complex, yet well-developed, perceptions of globalization that spoke of a system which privileges the powerful and leaves the developing world behind. Both Mexican and U.S. students were skeptical of the United States’ position as the dominant player in world politics, economics, and global culture; and students from both sides of the border lamented local culture loss in globalization. Designed in response to a dramatic increase in educating 21st century youth with international understanding and global perspectives, this work is addressed to today´s educators worldwide, providing insight into possible ways in which students perceive the world and their place within the world system.