In the era of globalization, American education remains committed to the idea that all citizens can and should be educated, though this goal may be more comforting than practical. But today's task lies in reaching for the quality standards that made American education the envy and model of the world. This challenge faces every discipline struggling to find relevance to popular education while keeping in line with the values of reflection and knowledge. What role do professional organizations play in defining curriculum in a period of declining funds and influence? Are there lessons to be gained from the earlier periods when American money and power were on the rise? New York, as an educational reform leader, is a blueprint for current reform initiatives, and a guide to what Americans face next. New York's teacher preparation and world history teaching models are recognized for their quality, but are also notable for their deficiencies, particularly in issues left unaddressed. The changes of the last decade offer an opportunity to assess both successes and potential fissures, most especially in relation to world history and the education of world history teachers. In this article, the author focuses on the need for strengthening the history curriculum and describes the World History Association (WHA) which is organized to "promote studies of world history through the encouragement of research, teaching and publication." The author also describes the present situation in New York state teacher preparation and discusses how to prepare student teachers for a world history curriculum. (Contains 13 notes.)