One of the obstacles to the internationalization of college curriculums is the nature of faculty training. In recent years there has been a decline in second language requirements for the doctoral degree, and, as a result, college faculties become increasingly anglophone in their research. But there is a considerable pool of international experience among the faculties at larger universities that is not being used in the classroom to promote internationalism. These faculty members are classified as: (1) the "missionary" who does consulting abroad but knows no foreign languages; (2) the "converted" for foreign-born faculty member who does not bring the earlier foreign experience into the classroom; (3) the "plunderer" who does research abroad but publishes only in U.S. journals; and (4) the "bon-vivant" who travels abroad for pleasure. To encourage faculties to share their experiences, universities must promote revision of the curriculum to incorporate this experience and increase released time for faculty development, sabbaticals, and travel funds. Foreign language knowledge can provide students and scholars with a better understanding of world perspectives, and second language instruction should be encouraged. (DJC)