This paper outlines some of the particular institutional and cultural obstacles that faced teachers and administrators at Bryant College (Rhode Island) as the business school began to internationalize its curricula and began adjusting towards a multicultural teaching/campus environment. The paper also presents some of the methods used in addressing these obstacles in the classroom in order to produce business school graduates who possess the flexibility and adaptability needed to succeed in today's international and intercultural marketplace. The paper addresses the issue of multicultural literacy in educational reform and argues that cultural and linguistic content should not be just an add-on of more information to learn, but should be part of a more inclusive understanding of cultural process, both within and across cultures. Examined are two kinds of obstacles present in business school students' backgrounds, experiences, and orientations that impede multicultural and linguistic learning: (1) those inherent in the institutional and curricular structures of the business college; and (2) those inherent in the structure of contemporary mainstream American culture. A conclusion is that the essential criterion of international/intercultural courses is that they require students to think about fundamental issues of experience and understanding in a very different way than they have been taught by society to accept. Contains 10 references. (GLR)