Global-issues projects can make students more enthusiastic language learners. My six-plus years of experience teaching global issues at the secondary level in Japan have shown me that students, regardless of English proficiency, react positively to these projects. Projects such as collecting used EFL textbooks for donation to refugee camps, voluntary letter-writing campaigns in English for Amnesty International, or participating in a Model United Nations (MUN) conference where students debate world issues in English can provide students with hands-on experiential learning and an opportunity for communicative language use. Yet, some teachers avoid using global issues in their EFL classes by taking a protective stance, "this material is too difficult for my students," rather than risk the introduction of "chaos" by using authentic texts and discussing complex world events in the high school EFL classroom. "My students would like to study global issues, but I must prepare them for the university entrance exams" say many would-be global educators with a note of resignation. Other teachers may hesitate because there are no correct, pre-packaged answers when teaching global issues.