This article explores some of the challenges facing teacher education and how glocality as a concept can be used toward a Glocally sustaining pedagogical framework for teacher education. Higher education has long espoused particular commitments to the preparation of educations that appear, to us, to fall short in their ability to be followed. The areas of disconnect are amplified by snowballing tensions within higher education settings, a range of hyperbolic political discourses, and a resistance both in society generally and higher education to engaging difference in meaningful and authentic ways. A framework of Glocally sustaining pedagogy (GSP) takes as its skin a realist approach that sees no greater value to perspectives and contexts that are global over those that are local, recognizing that every local is connected in a global network of connectivity. In this piece we aim to outline the challenges, using culturally relevant pedagogy, as an example. We then provide an understanding of the meaning of glocality that will serve to pose a five-question frame that we might understand as a GSP.