Although the number of foreign students enrolled in economics doctoral programs in the United States has gradually increased, no need exists to modify curricula to meet the needs of these students. During 1981-1982, in 13 of the leading economics programs, foreign students comprised 36 percent of graduate enrollments and 45 percent of applications. However, the question of whether a particular curriculum is a good match with the needs of foreign students is based on inaccurate assumptions. The block of foreign students across graduate economic programs represents more than 100 countries that vary in cultural characteristics, stage of development, and economic orientations. It is difficult to imagine constructing programs that would address separate, national concerns. Also, placement surveys indicate that few United States-trained foreign economists leave the United States, at least initially. For graduates who eventually return home, the degree may serve more as a credential than a research tool. In addition, economics programs present a core of material that is independent of geographic location, industrial structure, and political considerations. Programs are flexible enough to accommodate different tastes and instruction in basic principles, and research techniques are independent of other factors. (Author/KC)