This article compares the International Baccalaureate Primary Years Programme (IBPYP) as implemented at three schools in the USA. The author hypothesizes that the schools each offer a unique form of the program based on the respective context and capacity to implement the IBPYP. The author found consistency among the faculties in their explanation of key components of the program. Variation existed in the implementation of these concepts. The author concludes that this variation is due to the different contexts of implementation and to the ambiguity inherent in the IBPYP.