The interconnectivity of peoples worldwide is sufficient rationale for foreign language learners to develop the relevant competences for intercultural interactions in both local and global--"glocal" contexts. This study presents a conceptualisation of "glocal" competence for Jamaican foreign language teaching professionals from a content analysis of three relevant competence frameworks (PISA, and Byram's and Deardorff's ICC models). It further reports on Phases 1 and 2 of ClerKing, a Franco-Jamaican telecollaborative project between Applied Foreign Languages (AFL) students of English from Clermont Auvergne University (UCA), France, and Modern Languages student teachers of French/ Spanish from Shortwood Teachers' College (STC), Jamaica. Through qualitative content analysis, parameters of "glocal" competences were identified and examined against the different frameworks. Preliminary findings show that student teachers developed negotiation, adaptive, and collaborative skills in their professionalization process. However, local values impeded understanding of and appreciation for alternate worldviews on certain topics discussed. [The page range on the PDF is incorrect. The correct page range is p158-178.]