Although the conceptual framework presented in this book offers a research-informed and flexible approach to teaching critical global learning, there will always be challenges and dilemmas to navigate in its implementation. Within this chapter, these challenges and dilemmas are framed as tensions which reflect where there can be conflict between competing considerations within practice. During development and implementation of the conceptual framework tensions arose as a result of attempts to match my aspirations for students’ learning with the reality of the teaching context and the individual circumstances students brought to the learning space. While challenging, tensions also represent opportunities for both personal and professional growth through exploring how to best navigate them within our own individual contexts. In this chapter tensions are explored within three categories of pedagogical tensions, student-specific tensions, and tensions rooted in external influences. Within each category a number of specific tensions will be explored in respect of their origins in research while also discussing them in relation to where each tension aligns with or diverges from literature. This chapter will also highlight the impact which the two-part conceptual framework can have on each tension, furthering our understanding of the implementation of critical global learning.