The integration of multi-modal literacy and global citizenship education (GCE) is crucial in preparing students for the complexities of the modern world. This study investigated the practices of Filipino teachers concerning multimodal literacy and global citizenship education. It aims to lay the groundwork for a proposed capacity-building program. By understanding current practices, the proposed program can tailor its approach to enhance teacher capacity in these critical areas, ultimately enriching educational experiences for Filipino students. This study also investigated the multimodal literacy of Filipino teachers in KS3 (Key Stage 3) and its relationship to learner citizenship. It explores the demographic profile of teacher respondents (age, gender, experience, etc.) and assesses their multimodal literacy (including multicultural and multilingual aspects) from three perspectives: master teachers, school heads, and the teachers themselves. The research examined if these groups have significantly different assessments. Additionally, the study explores the perceived level of citizenship (national and global) among learners according to the three respondent groups and investigates the potential link between teacher multimodal literacy and learner citizenship. Furthermore, the study identifies challenges faced by teachers in implementing multimodal literacy practices and proposes a capacity-building program based on the findings.