Most preservice teacher training institutions are aware of both the charge placed upon them to develop international understanding and the idea of the human family. The finite nature of the world, whose future rests on appropriate organization and ethical interaction, has made it imperative that teachers help children of the 21st century understand cultural differences and world problems. A case-study detailing how the Educational Department of Wittenberg University (Ohio) addressed this charge is presented. The major goals of this project were to increase preservice teacher awareness of international issues, and to establish international student teaching experiences, with close institutional collaboration and accountability. Six categories for decision making and action were found to be crucial for the achievement of these goals: (1) a foundation and framework for specific action; (2) curriculum content; (3) site selection and visitation; (4) development of resources; (5) faculty participation; and (6) administration and management. (JD)