This case study surfaces the process of enacting an ongoing 5-year (2022-2027), decolonizing, participatory action research (PAR) project in which Ugandan and Canadian researchers, educators, parents, community members, and NGOs have worked together to understand how effective child rights education can be implemented in diverse global contexts. We posit that rights-focused education can support children's empowerment and agency and prepare them to lead the world as informed global citizens. International commitments have provided a platform to fulfill this lofty goal, but it has yet to be fully realized. The right to education is ensconced in Article 32 of the United Nations Convention on the Rights of the Child (UNCRC) (1989), Article 11 of the African Charter on the Rights and Welfare of the Child (the Charter) (OAU, 1999) and in Sustainable Development Goal 4 which emphasizes to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." (UN, 2022) Our project has explored how international and national promises of child rights connect local practice across Canada and Uganda, particularly focused on a child's right to education and a child's right to be educated about their rights. Further, it has investigated how local context informs or should inform how children's rights education is taught in primary school, how students understand it, and what opportunities exist to enhance the teaching, learning, and realization of child rights. Through this case study, readers will be introduced to the pragmatic elements of designing and implementing a complex global decolonizing PAR project in diverse locations, including the challenges and opportunities afforded in such an endeavor. Having read this case study, readers should be able to . . . [This content is provided in the format of an e-book.]