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This paper describes a component of a larger cross-national comparative study on faculty development for teaching international students. Here we describe the study and report preliminary findings that offer analyses of the informal and formal means by which Italian and US university instructors enhance the knowledge and skills they find necessary to teach international students successfully in this era of educational globalization. We also offer insights and challenges of conducting cross-national adult educational research and explain why such studies across international adult and higher education contexts are essential in understanding how the world of academe is learning to adapt to globalization and international student mobility. [For full proceedings, see ED570489.]