Before 1978, the School of Education at Radford University (Virginia) had no international/multicultural programs. Through organizational change and the development of a commitment to international education, numerous preservice and inservice programs have emerged. A model teacher education program has also been conceptualized and institutionalized as a result of this change process. Six programs that have emerged are: (1) Undergraduate Student Exchange Program; (2) Graduate Inservice Program for Teachers and Administrators; (3) Student Teaching Program; (4) Undergraduate Student Semester Abroad; (5) Technical Assistance from Abroad; and (6) Delivery of Inservice Programs and Courses in Overseas Settings. Information about the processes used to effect these changes could benefit those in positions of leadership in similar educational institutions. This paper describes these strategies, along with international dimensions of the programs and the new teacher curricula which have emerged. Appended are charts, tables, and figures concerning topics such as departmental organization, the infusion of the international/multicultural component into the university curriculum, and at what point different multicultural education activities are introduced for different courses. (SP)