Even as community college instructors increasingly find their classrooms filled with students who lack the most basic knowledge about other countries, they are confronted with questions about the need for community college students to become involved in intercultural education. Changes in global economics, population composition, and international trade relations are answering these questions in a way that stresses the need for and relevance of intercultural programming at the community college. The challenge of intercultural education has been taken up by several community colleges across the nation. Lansing Community College in Michigan provides one of the most dynamic Study Abroad programs available in the nation, offering an opportunity for students to travel and study in Japan for nine months; the college also presents language instruction in eight non-English languages. Rockland Community College, in coordination with several other New York colleges, offers a Service Learning Program in England, Ecuador, and Caribbean nations. Massachusetts's international/intercultural consortium is currently attempting to obtain funding for a scholar-in-residence program, which will permit consortium members to host a scholar from India, China, and Kenya for short periods of time during the scholar's year-long visits. Community college educators in Massachusetts have participated in a national curriculum development project designed to prepare intercultural modules for existing courses. Several colleges sponsor their own study abroad programs. These efforts within Massachusetts and other states bear witness to the community college's recognition of its role in increasing students' knowledge and understanding of the world. (EJV)