The aim of this research was to capture learning from teachers in Cumbria about global learning during the COVID-19 pandemic. It gathered data on teacher engagement in global learning between March 2020 (the start of the first national 'Lockdown' in England) and March 2021 when Lockdowns in England were fully lifted. It explored the barriers and enablers for the practice of global learning and if teachers viewed global learning differently as a result of the pandemic. The research finds that some teachers think that living through the experience of the pandemic has meant that many learners are now better able to understand their role in the world as citizens of a global community. In some schools, global learning has now become even more important in school -- both in terms of 'buy-in' from other staff and from learners themselves. The research also found evidence that prior experience of global learning meant that some students were better prepared for the experience of the pandemic itself. [This paper was published by Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre (DERC). The Connecting Classrooms through Global Learning (CCGL) programme is funded by the British Council and UK aid.]