Many educators realize that today's children must be prepared for a world whose nations and peoples are increasingly interdependent. It is not so clear, however, how a school can transform itself to embrace this still new reality. The Union-David Gaul School in Union, Maine (students are from three rural nonindustrial towns with small populations between 1,350-2,930) has made that transition, with remarkable results. Beginning in 1987 to take efforts to reform its curriculum, the school is now called an "international school." This paper describes, interprets, and evaluates the transition as a case study in curriculum development in global education. Five major areas are addressed: the curriculum development process, the interdisciplinary curriculum, student impact, parent involvment, and teacher growth. A 16-item list of references is included. (DB)