The history of organized international exchange and training programs for educators in Europe and North America is not very long. In the pre-World War II era, those programs were scarce and generally limited in their influence on both host and guest educational communities. In the study of the impact of short-term sojourns on teachers, Wilson recorded a dramatic influence of a trip evidenced by self-reports of Kentucky and Indiana teachers. Based on the survey of teachers from 55 elementary and secondary schools, the author concluded that teachers who have been short term international sojourners teach more accurately, authoritatively, creatively, enthusiastically, and with more understanding about places they have visited. Several authors describe how American educators benefited from exchange programs in civics with the countries of Central and Eastern Europe. The frequently listed benefits for American partners are: (a) acquaintance with local cultures; and (b) a better understanding of political and social processes that took place in the visited countries after the fall of totalitarian regimes. The examples of fruitful cooperation between Western educators and teachers from Eastern and Central Europe are new curricula, new programs, new approaches and strategies in teaching, new resource centers, and new local experts. (Contains 7 tables.)