Since World War II the United States has become the leader among Western industrial countries in attempting to export its own educational values to developing nations. United States policies, however, have not been based on careful consideration of the specific political, economic, and social realities of these nations. As a result, the educational models and practices of the United States and other industrial nations have met with increasing resistance in developing nations. Despite increased suspicions regarding the intentions of the large industrial nations, developing nations continue to favor strengthened professional relationships. Such international cooperation can flourish in education and other areas, however, only if the industrial nations learn to accept cultural diversity and test their own research paradigms against culturally specific empirical observations from developing nations as well as their own. As a result of such observation and testing, paradigm shifts will occur that will advance knowledge and enable us to meet challenges in education worldwide. (JBM)