An increasing body of literature on internationalization is now available. Aiming to raise awareness of existing resources, this paper provides a comprehensive review of North American literature in the field of curriculum internationalization. The objectives of the review are threefold. First, it is the author's intent to make the literature more accessible. In preparing the literature review, it became evident to the author that access to the literature can be problematic. The next objective is to bring to the attention of faculty members across the country the varied, rich, and sometimes conflicting literature on the internationalization of the curriculum, and to identify gaps therein. The final objective is to draw general conclusions, which can lead to discourse, debate and the further development of the literature. The selected review of the literature is organized thematically, and includes: (1) Confusion over meaning; (2) The global context and learning outcomes; (3) The role of faculty in internationalizing the curriculum; (4) Approaches to internationalizing the curriculum; (5) Resistance to curricular and pedagogical reform; (6) Strategies to internationalize instruction and the classroom experience; and (7) Untapped resources and other conclusions. [CBIE acknowledges the contributions of the Canadian International Development Agency to the publication of this research paper.]