This thesis explores the question of World Bank influence over children’s attitude formation through its K-12 education programs in the Global South. It aims to uncover the mechanisms through which the World Bank can drive changes in attitudes towards its ideology and the extent to which World Bank programs accomplish that task. This thesis uses a mixed methods approach combining qualitative case-study analyses of four World Bank education programs from Latin America and North Africa and a quantitative difference-in-differences analysis of data from the World Values Survey focusing on attitudes related to democracy, secularism, and competition. The qualitative evidence demonstrates considerable variation in the extent to which education programs could plausibly influence attitude formation, and the quantitative evidence does not show support for a relationship between World Bank interventions and attitudes that align with World Bank ideology. These findings, though limited, challenge assertions of global influence over attitudes made across comparative education and global development literature.