The purpose of this dissertation is to identify and validate the areas and indicators of quality international education programming in two-year U.S. colleges. Analysis of such indicators will provide colleges seeking to internationalize with a baseline of information from which to work. The validation process involved a review of literature on the topic and gathering of expert opinions from two panels. The first panel, numbering 10 jurors, was asked to judge the content, accuracy, and clarity of a validation document. A rating instrument of 12 areas and 175 indicators was established. The second panel, consisting of 30 raters, then rated the areas and indicators in the rating instrument using a Likert scale. The raters were grouped into professional categories to ascertain relationships between groups of raters and their ratings. Analysis of the data produced areas rated as most important (in descending order): faculty development, internationalizing the curricula, American student study abroad, presence of international students on campus, administrator development, student exchanges, intercultural studies, co-curricular events, area studies, membership in international educational consortia, technical assistance projects with international institutions or countries, and work abroad. The author recommends that the high-rated areas receive more attention and resources from internationalizing colleges. Contains 159 references and seven appendices. (RDG)