A growing number of schools around the world are using different models of Canadian education. There is a dearth in research that examines how each model operates and how their policies, processes, and programming are implemented in foreign contexts. This mixed method thesis study explored the strengths and weaknesses of two distinct models of Canadian education implemented abroad: educational franchise schools and provincially affiliated schools (PA). Educational franchise schools contract experienced Canadian educators to train local teachers to implement Canadian curriculum and pedagogy in their country of origin. Canadian Educational Services Latin America Inc., otherwise known as Maple Bear (MB), is the educational franchise presented in this study. There were 28 participants from 10 different MB schools. MB stakeholder groups consisted of franchise administrators, teacher-trainers, curriculum writers, school owners, academic coordinators, and classroom teachers. PA schools require provincially certified teachers and administrators to provide an education for local students using Canadian curriculum. There were 48 participants from 12 different PA schools. PA stakeholder groups were government liaison officers, school principals, and teachers. Quantitative data were gathered through an online survey consisting of 15 Likert-scale questions. Qualitative data were collected through 5 open-ended survey questions and one-toone interviews. A discussion of the strengths and weaknesses of each distinct model was organized into 11 themes: systems and structures; staff profile; recruitment and retention; community perspective; school climate; cultural and professional preparation; professional development; curriculum, resources, and materials; methodology; English language learning; and student as a learner. The strengths and weaknesses of each model were examined critically, in order to develop conclusions and recommendations that were universally applicable in any form Canadian education used abroad. In this research, conclusions and recommendations were organized into four topics: "The Power of the System," "Recruiting and Retaining Teachers," "Peering Through a Cultural Lens," and "Creating a Culture of Professional Development and Collaboration."