Abstract
This study examines global competence (GC) course implementation in Kazakhstan's mainstream schools and explores stakeholder perceptions and implementation challenges. A qualitative approach was employed, including curriculum analysis, thematic analysis of parental feedback, and surveys of in-service teachers. The results showed that teachers value GC but face barriers such as insufficient training and unclear guidelines. Parents oppose the course, fearing cultural erosion and curriculum overload. Thus, successful integration requires enhanced teacher training, transparent stakeholder engagement, and a balanced curriculum integrating global and national perspectives. These findings inform policies and practices for embedding GC within Kazakhstan and similar post-Soviet contexts.