The world history survey course has experienced stunning success within American higher education. In the space of three decades, it has grown from an embattled alternative to the Western civilization sequence to a cornerstone of university history programs. The survey has become standard not only as an introduction for the history major, but also as a requirement for general education. For many history departments today, however, the most important question concerns the ways that professors might teach it best. Recently, this very question took center stage during a program review the authors conducted for the history program at Emory & Henry College, a small, private, liberal arts institution in Virginia. At first, the plan was to listen closely to the broader academic discussion over world history and apply its lessons to their classes. But after much debate, they reached an unexpected conclusion. For the good of teaching world history, they eliminated the world history survey course. This article begins with a discussion of the rationale for their decision and how their conclusions were not a rejection of world history; rather, a reflection of an earnest desire to teach more effectively the fruits of global history scholarship. It goes on to identify the three most persistent dilemmas that confront world history survey instructors. Next, the article outlines a curricular approach to world history as an alternative solution to these dilemmas. Finally, it concludes by considering implications of this curricular approach across institutions.