Researchers in the field of global leadership have reported a lack of qualified leadership candidates who are able to perform from a global perspective. Adult education graduate programs represent a unique pool of aspirants to help fill this gap. In 2014, the Commission of Professors of Adult Education (CPAE) published updated Standards for Graduate Programs in Adult Education, which included two standards addressing globalization and leadership. This study explored the context of competencies, identified by Bird's (2013) nested framework of global leadership competencies, in seven selected adult education graduate programs in the United States and Western Europe. This paper addressed which competencies were addressed in the selected adult education graduate programs and which ones were perceived to be most and less important from the perspective of the faculty participants. Findings indicated the competencies of (a) valuing people, (b) inquisitiveness, (c) leading change, and (d) vision and strategic thinking emerged as most important among the participants across all seven cases, as well as within the two geographical locations. [For the full proceedings, see ED581791.]