To determine a basic design for training Colorado State University (CSU) faculty for assignment to international development programs, a written questionnaire and oral interview were administered to faculty with experience in international programs in Africa, the Middle East, and Latin America. A subset of 10 selected from each geographical region, representing long-term and short-term assignments in a cross-section of disciplines (Animal Science, Agronomy, Engineering, Economics, etc.), answered the questionnaire and were interviewed. Foreign graduate students who had contact with American development projects in their home countries were also interviewed. Information was analyzed and synthesized into 11 categories: positive and negative characteristics of Americans overseas; understanding the socio-political scenario, including history of previous development programs; geography, climate, and topography; cultural understanding; a knowledge base about small producers, to facilitate transfer of technology; flexibility and adaptability to new surroundings; immersion experiences; team building, commitment, and counterpart relationships; family participation in training and in life overseas; language training; and training activities and materials. The categories suggested different components of any training design. The stories, quotes, and advice received pointed to content that CSU faculty felt should be included in training. The questionnaire, interview sheet, and a tally of the written questionnaire are appended. (CM)