This paper outlines some of the values that make the High School Geography Project (HSGP) useful in other cultural settings, describes some of the current developments in other countries, and illustrates the utility of the project by following one activity through four "transformations." Most countries fall into one of three categories of trends in geographic education: (1) those updating the content of traditional courses, (2) concerned with the reform of teaching methods within traditional frameworks, and (3) concerned with improved methods and new course structure for mass education. The six distinctive teaching approaches used in HSGP--openers, concept developers, skill development, simulations, inquiry techniques, valuing processes--have their maximum utility in the third category of countries. Simulations produced in West Germany, Israel, Brazil, and Hong Kong acknowledge the Portsville game from HSGP as the source of their ideas. The obvious utility in other countries of the HSGP teaching approaches suggests that a future direction for geographic education lies in a concrete "place" component. (Author/JH)