In this article, we first present motivations for implementing a pandialectal curriculum in an American high school English class. A "pandialectal" approach does not center on a single dialect of English but rather encourages explorations of language variation and English communication in multiple global cultural contexts. An overview of the curriculum and examples of student work are provided to illustrate three primary unit objectives that target critical thinking about (1) American versus other global dialects; (2) language and power, culture, and identity; and (3) English as a lingua franca. Considerations of teaching during the Covid-19 pandemic and use of teleschool and digital platforms for learning are addressed. Next, we reflect on teaching practices and student responses to the course materials to demonstrate different students’ learning arcs. The article concludes with key takeaways and recommendations for integrating pandialectal content into high school curricula.