This chapter frames global poverty as a multidimensional and contested phenomenon, highlighting the challenges for meaningful education. It argues that attempts to integrate poverty education into schooling require either highly specialized training or carefully designed materials, given the complexity of its causes, manifestations, and potential solutions. Defining and measuring poverty emerges as a central difficulty, with absolute and relative approaches, each offering insights but also carrying significant limitations. These conceptual debates shape how poverty is understood in policy, public discourse, and even educational contexts. The chapter critically examines different framings of poverty—as a moral injustice, unnecessary suffering, a source of social instability, or an opportunity cost to individuals and societies—showing how each carries distinct implications for proposed solutions. It further situates poverty in temporal and spatial terms, contrasting its historical decline with persistent inequalities, and exploring rural–urban divides as well as global disparities across income contexts. Finally, it considers the multiple interrelated factors that influence poverty, from individual behavior and education to structural, institutional, and geopolitical conditions. By foregrounding poverty’s complexity, the chapter emphasizes the need for nuanced, pluralistic approaches in education, avoiding reductive narratives and equipping learners with critical tools for understanding global inequality.