This study evaluates global education at the secondary school level covering several regions of the United States and including programs which use contrasting educational approaches and conceptualizations. The programs represent a wide range of positions including the following: the period of time the program has been functioning, the extent of teacher training, the specific content areas of courses, and the use of extracurricular activities to supplement classroom-based activities. The survey instrument relied on school districts to administer surveys. Although random assignment and control over the experimental conditions were not possible, the study is unique for the breadth of the group responding. The size of the sample and the breadth of the questionnaire allow an assessment of predictors of both cognitive and attitudinal outcomes. The results of the survey suggest that some programs falling under the general categories of global education do make a positive contribution to the global awareness and concern of secondary school students. The effective programs appear to be those which have been established for several years, those which combine curriculum with extracurricular activities, and those which have stressed teacher training. Although this survey provides strong evidence that global education does work, its interpretation also suggests that simply creating a course and calling it international relations or world studies will not ensure the desired outcome. (RSL)