Education system has witnessed a series of curriculum reforms in the country, however, most of these failed to produce an enlightened and inquiry-oriented curriculum. The national curriculum 2006 in general and Pakistan studies in particular seems to be an attempt towards liberating it from ideological forces and responding to the emerging global needs of twenty first century and geographical changes in the region. This case study investigated implementation of Pakistan studies curriculum for developing students’ global perspectives. The study was conducted in two higher secondary schools in which three teachers from each school participated. The study employed qualitative research methodology containing document analysis, interviews and classroom observations to gather relevant data. The study found that subject matter of Pakistan Studies of secondary and higher secondary school curriculum (class X-XII) and teachers’ pedagogies incorporated exotic cross-cultural contents and fostered students’ awareness of perspectival differences but failed to offer insights into global issues from multiple perspectives. Teachers’ pedagogies also reproduced colonial cultural perspectives informed by teachers' limited knowledge about globalization. The examination-driven teaching culture in schools and teachers’ limited knowledge of world culture and economy didn't help teachers to develop students’ global perspectives.