The primary purpose of this study was to assess and analyze perceptions regarding the infusion of a global perspective into the curriculum as identified by the faculty of the College of Agriculture at Iowa State University. An additional purpose was to identify those activities being used by the teaching faculty to add a global perspective to the subject matter areas of agriculture;The study was conducted using descriptive survey methods in the form of a mail questionnaire. The questionnaire consisted of 105 items and was designed to identify the level of importance that instructors placed on internationalizing the curriculum in the College of Agriculture. The instrument also contained questions to determine perceptions held by instructors regarding teaching with an international perspective. During the Spring Semester of 1991 the questionnaire was sent to 269 faculty members in the College of Agriculture at Iowa State University. Usable returns were received from 155 faculty, which was 57.6% of the population. Various statistical procedures were employed to analyze and summarize the data. All analyses were conducted to answer the specific objectives of the study;The major findings of the study were as follows: (1) the College of Agriculture curriculum at Iowa State University, at the time of the study, lacked a global perspective, (2) internationalization of the curriculum was perceived to be important, (3) some teaching faculty in the College of Agriculture were incorporating teaching strategies and student learning activities into their coursework to add a global perspective to their instructional program, (4) fifty-four of the respondents (35%) had spent a total of one year or more in other countries, (5) respondents indicated a need for the College of Agriculture curricula to provide students with an international agriculture knowledge base, (6) non-U.S. born individuals tended to be more supportive of internationalizing the curriculum, as did individuals who have had international experiences and those who are proficient in speaking one or more foreign languages, (7) classroom discussion and debate were the primary student activities used to add a global perspective to the curriculum, (8) respondents indicated that environmental management and sustainable agricultural practices were the most important agricultural concepts to be taught from a global perspective, and (9) respondents perceived that adding a global perspective to the curriculum is "necessary for student development", however, at the time of the study the respondents indicated that there appeared to be a lack of student interest.