The paper investigates the integration of global component in the teacher education curriculum of B.Ed (1 yr) and looks into its role in preparing globally competent teachers. The overall strategy for the study was based on survey. The present study adopts mix- method (phenomenology and content analysis) as the major modes of investigation. The population consisted of all the B.Ed (1 yr) trained teachers and B.Ed curriculum in Pakistan. The total sample of 200 B.Ed (1 yr) qualified and experienced teachers were selected through purposive sampling while the curriculum of B.Ed (1 yr) developed by Higher Education Commission was chosen for the study. The data was collected through interview and documentary/record analysis. To find the global competency, themes are derived from the responses of experienced teachers using phenomenological research, while major global issues (Global Human Rights, Global Population, Global Language, Global Economy and Global Citizenship) were analyzed in B.Ed curriculum (1 yr) through qualitative as well as quantitative content analysis. The study identifies the missing gaps in B.Ed (1 yr) curriculum in preparing global minded teacher. The results concluded that the changing context of teaching is hampered due to theoretical integration of global education in the B.Ed (1 yr) curriculum. The curriculum partially fulfilled the needs of the teachers. They applied practical knowledge learnt from additional courses and through experience. The curriculum addresses more theoretical aspects and lacks in addressing needs of teachers due to which students are not globally prepared. The study recommends a strong intervention mechanism to revise the teachers’ curriculum to help teachers integrate the practical global phenomena in their everyday classroom teaching.