Designing instruction for trainees from abroad is very different from creating similar programs for trainees from the United States. Prescriptions based on these differences should be used with a chosen instructional design model when adapting training designs for other cultures. Instructional design principles apply to instruction for learners from other cultures if the teacher challenges his/her assumptions about the learners. First, a needs analysis should be conducted before training is exported. This includes asking if technology is appropriate to the situation and asking if the objectives are the same. Next, in addition to standard audience analysis, the teacher must give added scrutiny to motivational factors, the level of English comprehension, entry skills and knowledge, and learning style preferences. Based on these analyses, the teacher should examine any existing training materials to determine if delivery methods and instructional strategies are appropriate. Needed revisions must be made. If the instructor is not from the same culture as the students, his or her training should include culture-specific and culture-general training in addition to content training. The course should then be evaluated during a pilot session and revised on the bases of the evaluation. (KC)