In 2005, Peter Stearns wrote, "The ongoing debate between partisans of Western civilization surveys and fans of world history continues with no signs of any abatement." No one can deny that the rise of world history has been a phenomenon in American higher education over the past 30 years. Most high school students now take some version of a world history course. Colleges and universities widely, though not universally, have added world history courses as part of general education as well as the requirements for history majors. This article intends to examine this debate as it practically unfolded in the Department of History and Government at Cameron University in Lawton, Oklahoma, and the long and tortuous path that held to the adoption of an interesting and intriguing option: the requirement that all history majors take both a Western civilization survey and a world history survey. This case study hopefully will stimulate further discussion about the relationship and educational purposes of not just Western civilization and world history, but general humanities surveys, and the globalization of the U.S. history survey as well, to create a new, thoughtful, and more relevant curriculum for the 21st century. (Contains 19 notes.)