Global education in China, particularly in the rural regions, has not been extensively investigated. This paper discussed Chinese schoolteachers' perceptions of and approaches to global education to address a gap in the Western discourses. A total of 12 in-service schoolteachers were identified by the snowball sampling method. All participants were interviewed in two-round semi-structured in-depth interviews. Data then were analysed based on an open coding system and phenomenological approach. Results show that rural schoolteachers held an integrated definition framework and systematic approach towards global education. Their perceptions of global education encompassed broad arrays of cultural awareness, competencies, environmental issues, and humanistic values in national and international contexts. Factors contributing to this conceptual framework included teachers' personal teaching experience, the students' social-economic status, and national and international policies. Additionally, sampled rural schools adopted a whole-school approach to conducting global education, i.e., embedding into formal curricula, using interdisciplinary and integrated studies, involving various school programs, and being part of the schools' philosophy. It further discussed the gap between teachers' conceptual framework and their concrete implementation of global education. Overall, this paper provided a distinctive perspective of global education from the rural schoolteachers to reveal global education remains marginalized in China.