Advances in technology enable corporations and individuals to conduct business around the clock and around the world. To meet the demand for workers with high-tech skills and an understanding of international business, America's schools have initiated school-to-work and international education programs. The purpose of this study was to describe the curriculum internationalization process of two banking and finance school-to-work programs, a German youth apprenticeship and an American career academy program. Qualitative case design was used as the study sought to provide detailed descriptions of phenomena taking place in these bounded programs. To expedite research, a detailed list of 80 international business and banking terms was developed. Subjects from the fields of accounting, banking, economics, finance, and marketing were included.; In Germany, 66 out of 80 international concepts were found in the written curriculum. Observations revealed 42 of the concepts. For both the written and observed curriculum, infusion was the primary method used for internationalizing the curriculum. Unique phenomena included an extensive use of English and a focus on knowledge building.; In the United States, 78 out of 80 international concepts were found in the written curriculum. Observations, however, revealed 24 concepts. Inclusion and infusion were used to internationalization the curriculum; however, the majority of the concepts appeared in the program's capstone course, International Finance. Teacher preparation in the American program was lacking.; Both the German and American programs offered unique international learning opportunities for students. The written curriculum for both contained a preponderance of the international business concepts. Though concepts were lacking in the American observed curriculum, closer adherence to the written curriculum may result in increases in international concepts in the classroom.; Recommendations from this study include conducting longitudinal research to more fully understand the phenomena studied. An extension of this would be research in additional countries. Second, research on curriculum internationalization may lead to a better mix between infusion and inclusion methods, resulting in optimal learning by students. Research on international concepts in teacher educator programs may shed light on the need for professional development.
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