During the last two decades an increasing number of international faculty specializing in different disciplines have been hired by U.S. institutions of higher education. Most of these instructors have been college educated in their native countries but have come to the United States for graduate studies and then earned doctoral degrees from U.S. institutions. Although some of them return to their places of origin, many remain in this country and follow academic careers at teaching or research universities. At the macrolevel, the absorption of this specialized workforce contributes to globalization in education. At the microlevel, it enhances the internationalization of college classrooms in the United States and brings other practical implications. This chapter focuses on the microlevel, the internationalization of college classrooms in the United States--already a common phenomenon in Europe and Australia. The author addresses the challenges of internationalization and offers strategies for overcoming them.