The International General Certificate in Secondary Education (IGCSE) has expanded its consumer base from British-led and British-staffed international schools into schools that may not have faculty familiar with this examination. Non-British teachers must adapt their teaching methods to the culture within the curriculum of the IGCSE. However, a literature review demonstrated a gap in academic literature regarding the delivery of the IGCSE curriculum--in particular, no literature represented non-British teachers. The purpose of the qualitative case study was to determine the perspectives of non-British teachers who deliver the IGCSE curriculum regarding what they considered its most challenging cultural and curriculum factors. This study was informed by social constructivist theory. Data were collected from 5 teachers in 2 international schools through videophone interviews. Documents such as notes from faculty meetings, IGCSE examinations scores, and lesson observations were also examined. Data were analyzed for codes, themes, and triangulation. The results of the study indicated that the IGCSE required understanding of British culture as well as teaching and examination practices. A recommended project is to allow the participants to establish professional learning communities within their schools and in collaboration with each other through an online document storage website. Implications for positive social change include an increase in the IGCSE pass rate of students from developing countries and their potential admission into worldwide institutions of higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]