This investigation was undertaken to discover how effectively U.S. postsecondary curricula in key development fields are meeting the needs of students who will return to careers in countries much less developed industrially than the United States and which have very different agricultural and health-care needs. Research focused on U.S. curricula in agriculture, business administration, economics, engineering, engineering-related technologies, science, and health care professions. Department chairmen of U.S. universities with large numbers of foreign students were surveyed, as were diplomatic representatives of less-developed countries, U.S. cultural and public affairs officers in the countries, and developing-country alumni. Findings of the evaluation panel were that, in general, U.S. curricula are based on a core of essential knowledge that cannot, without serious loss, be modified significantly for a group of students with special needs. It was recommended that summer seminars, allowing U.S. faculty to teach in foreign countries, and students doing their dissertation research at home would be helpful. (Author/SK)