Like many beginner educators, I was eager for the opportunity to teach abroad and gain first hand experience in the implementation process of an International Education Program. After graduating from an Ontario education program, I left Canada to expand my knowledge and experience in the education field and taught abroad in Guadalajara, Mexico. There, I continued my learning at two private schools that are well known in the city to locals and foreigners for their incorporation of new International Education Programs. During these years, I collaborated with educators, administrators, parents and community members from countries all over the world to effectively realize an authentic and progressive international community, where students, families and staff members are exposed to a variety of perspectives, cultures, religions, and languages. It is through this, that I have become aware of the successes and the difficulties these educational organizations faced in the implementation process due to a lack of a prior profound analysis of their organizational readiness. In this paper I claim that implementing a new and effective International Education Program requires a prior organizational analysis to ensure the presence of organizational readiness, foundational learning concepts, and strategic planning. Without these pillar requirements, there may be a hindrance to the program's vision and objectives. An analysis of organizational readiness and assurance of prerequisites will allow students, staff and school community members to expand the academic experience by learning with a global perspective in an authentic multicultural learning environment. It is through the effective implementation of international programs, that our communities may be enhanced and global citizenship may be fostered.
