The International Baccalaureate Continuum offers both local elite and the expatriate populations around the world a transferable and transportable education package from pre-Kindergarten to grade 12. IBC full diploma graduates are positioned to be accepted into the best universities in the world. For critics, the IBC is Western elitist and for the wealthy and advantaged, who seek to offer social distinction, college preference, and superior career paths to their children. To those who support the IBC, full diploma graduates are prepared for the 21st Century in skills that include global citizenship, creative and independent thinking, and life skills that are indispensable to university and professional preparedness. Little qualitative or quantitative scholarly research has been conducted to investigate the claim for or against the IBC as a contributor to 21st Century teaching and learning skills. Parents, students, education policy-makers, and educators need to understand the difference between perceptions based on clever marketing and branding, and the actual benefits of an IBC education, which represents a huge financial investment for parents and schools, and a rigorous commitment for students. The purpose of this study was to investigate IBC schools in South Korea, and to compare the results to related scholarly research conducted in neighboring Asian countries such as Singapore, China, and Japan. This was then contrasted with comparative studies done around the globe on IBC schools, for commonality and diversity in the findings. The global and rapid expansion of international education is underpinned in theories of constructivism, peace education and globalization, with a focus on world education culture and the reproduction of neo-colonialist tendencies with global and local elite societies. A total of 21st participants, comprised of internationally experienced qualified IBC educators were interviewed at prestigious international schools in South Korea. The interview questions were based on similar studies conducted in the IBC Asian-Pacific Region. The results were coded for their relevance to 21st Century teaching and learning skills. New themes emerged such as the phenomenon of excessive afterschool tuition called hog won. The results are comparable to previous studies in that while there is strong support for a relationship between 21st Century teaching and learning skills in the IBC, it is in fact found in schools that largely cater to private and exclusive groups of communities such as the 'glocal' elite and Western expatriate populations in South Korea. This implies that while an IBC education is superior in quality, it is only available to a select few in South Korea, which seems comparable to neighboring Asian countries (Lee & Wright, 2016; Wright & Lee, 2014a; 2014b; Wright, Lee & Feng, 2018). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]