Citizenship education during colonial India was directly connected to the colonial agenda of raising loyal, obedient subjects of the British Raj. Hence, in postcolonial India, nation-building and national identity formation through education became the main agenda for over half a century post-independence from British colonial rule in 1947. The National Curriculum Framework 2005 called for a reimagination of civics/citizenship education in the context of globalization. However, social science school textbooks continued to be written with a nation-centric framework, with few references to similar issues in “other” democracies. The chapter will critically analyse this contested terrain of Global Citizenship Education (GCED) in postcolonial India. The chapter will engage with the philosophies of two important social thinkers of modern India, Gandhi and Tagore, and their connection with the concept of global citizenship. It will also engage with recent initiatives taken by the National Council of Educational Research and Training (NCERT) to incorporate GCED into upper primary level teacher education in India with the publication of a GCED handbook in 2020 and the new National Education Policy 2020 seeking to promote GCED. The chapter concludes by highlighting the uncertainty and adverse impact of the pandemic on education in general, which has also affected the promotion of GCED in India.