A glocal perspective recognizes the importance of understanding global trends, cultures, and languages while also incorporating local contexts and identities in language education. Numerous competencies within language education have been linked to the employment of glocal approaches, including enhanced cultural sensitivity, global communication, and multilingual competence. In this chapter, we examine the experiences of three pre-service EFL teachers in Brazil in their attempts to make sense of and implement multilingual and plurilingual approaches to EFL instruction through an interview-based case study. We foreground the tensions for pre-service teachers emerging between the “conceptual” (i.e., learning about global trends, e.g., multilingualism and plurilingualism, in a language teacher education program) and the “practical” (i.e., engaging with these trends in real, local contexts). We discuss the important role that learning about the global played in the process of (localized) professional identity construction for the pre-service teachers. However, simultaneously, we find that these teachers encountered tensions in the form of resistance by their students, who preferred a monolingual, native-speakerist orientation to EFL education. We argue that better support and preparation is needed to support future teachers in peripheral geopolitical contexts.