This paper highlights my experiences as World Citizenship teacher at a public school in the Netherlands, comprising a student population of second generation immigrants with a Turkish background. It shows how the concept and course of world citizenship has evolved since its inception three years ago. The paper also reflects what we, as teachers and students, have learned. While world citizenship is in one form or another included in many schools throughout the Netherlands, the way we have approached it at our school has been a process of much reflection and learning. In its conceptualization, our approach may be a unique contribution to the Dutch curriculum. (Contains 2 tables and 4 footnotes.)