<p>Although schools are now called to prepare a generation of globally competent students, little is known about the effectiveness of global competence interventions in the classroom. The current study aimed to examine the effectiveness of a collaborative intervention following a global competence framework in fourth-grade children’s perspectives on two issues: poverty and interculturality. Participants were 248 fourth-grade children (8 to 11&#xa0;years old) enrolled in public schools in Portugal. Following a quasi-experimental design, classrooms were assigned to a control group or an intervention group. Within the intervention group, classrooms were dedicated either to the topic of poverty or interculturality. Children participated in structured interviews. Concerning poverty, we targeted children’s explanations and solutions to poverty. Concerning interculturality, we targeted references to cultural influences; prejudice; rights, values, and principles; authority and social conventions; and concerns with emotions. Data analysis involved thematic analysis to categorize children’s perspectives and linear and logistic regressions to test the effects of the intervention on perspectives at post-test, controlling for vocabulary and pre-test scores. The poverty intervention had small and positive effects on children’s contextual explanations and negative effects on naïve explanations and individual remediation solutions. No noteworthy effects were found for the intercultural intervention. Findings suggest that a global competence framework may be useful when teaching about social issues in primary school, but more systematic and targeted interventions might be necessary to foster greater effect sizes.</p>