World regional geography is one of the most popular and most heavily subscribed geography courses in the United States at both the undergraduate and K-12 levels (Rutherford 2001; Mueller 2003; Bednarz 2004). Yet little consensus exists about the content that the course should include or the approach that should be used to teach it. Debate exists about whether the course should focus on the regions and their characteristics or on geographic themes or some integration of the two (Steinberg, Walter, and Sherman-Morris 2002). The idea of "threshold concepts" has been offered as a driver of learning in the course (Fouberg 2013). Some advocate for active learning (Cromley and Bilokur 1999; Klein 2003), while others a didactic approach (Paraskevas, Lambrinos, and Psillos 2010). Importantly, the content and approach taken are usually driven by the overall goals that an instructor has for the course. The content and approach presented in this article are that of a process-based framework, and this framework rests on the overall goal for students to develop knowledge and understanding of the major processes that operate at a global scale and produce regular patterns around the world--patterns that help to identify the characteristics that distinguish each individual region. Objectives for the course include that students will (1) become aware of major global processes; (2) know the spatial patterns produced by the global processes; (3) recognize how the processes and patterns influence the characteristics that are present in world regions; and (4) summarize the characteristics produced by the processes and exhibited by the patterns in each of the various world regions. The hope is that after students complete the course, they will have learned more than just characteristics of the world regions.