The article describes a study that was conducted in Malaysia, and at the borders of Chihuahua, Mexico, and Ontario, Canada, to compare the reactions of social studies teachers from Canada, Malaysia, and Mexico to the bombing of Iraq by the U.S. on March 20, 2003. The key objective of the investigations in all three countries was to uncover attitudes and pedagogical comparisons of educators and their students regarding recent and current U.S. policies. The influence of the curriculum, transnational studies and understanding of border pedagogy on lesson planning were explored. Five questions guided this research in the three countries: (1) How much time is devoted to the discussion of U.S. policies? (2) How much open discourse exists in classrooms? (3) What, if any, ideological differences are evident in classrooms during their discussions that included U.S. policies? (4) How have discussions of U.S. policies changed over recent years? and (5) Why should others, and particularly Americans, be informed of perspectives in another country's social studies classrooms? This study provides additional insight about the impact of U.S. international policies, including the nation's recent courses of action. It also seeks to uncover the following in Malaysia, Mexico, and Canada: What are the perceptions of educators and how do educators report on their classroom discussions of U.S. policies and, in particular, U.S.-led wars and anti-terrorism measures? The findings indicate that U.S. educators can learn from the narratives of educators in other countries. If genuine change is to occur, the present U.S. educational system must play a significant role in investigating and addressing the root causes of global conflicts. (Contains 2 tables.)