The authors present the results of a comprehensive evaluation of a model program co-sponsored by the Plymouth State University in New Hampshire, the Pakistani Ministry of Education, and the US State Department Office of Cultural Exchange, Bureau of Educational and Cultural Affairs. The evaluation included interviews with program planners, directors, funding agents, faculty, participants, and community members. The results indicate the achievement of an enhanced capacity on the part of Pakistani teachers and administrators who observed, experienced, and practiced activity based learning, cooperative group learning, incorporating local community resources and heritages into the curriculum, collaborative teaching and leadership, English as a Second Language methods, and authentic assessment methods such as oral presentations. As a result of attending the 5-week institute on the campus of Plymouth State University (PSU), Pakistani school administrators, teacher trainers, teachers became newly inspired and skilled to implement effective active learning instructional practices. In addition to enhancing participants' subject knowledge, pedagogical skills, and dispositions towards new ways of teaching, the Pakistani Teachers Institute represents an example of a village-to-village model for educational and cultural exchange. (Contains 3 tables.)