The present study examined Israeli secondary school teachers' perceptions of global citizenship education (GCE), concentrating on the socio-economic makeup of the schools' population. The study illuminates how teachers' perceptions of their students' mobility and the imagined futures that teachers attribute to their students may shape teaching. The study involves in-depth, semi-structured interviews with fifteen Israeli teachers at schools catering to student populations of various socio-economic backgrounds within the public, secular Jewish school sector. The study provides evidence of a GCE gap involving students, schools, and teachers, shedding light on this gap's possible consequences. Policy implications of the GCE gap and future research trajectories are introduced and discussed.