Public administration educators in the United States have renewed their interest in incorporating an international perspective into their teaching. Why is this perspective important for students and how can educators integrate it meaningfully? In this article, I provide an argument for the internationalization of public administration curricula, generate nine "principles of practice" to help guide internationalization efforts, and specify two broad strategies through which an international dimension can be integrated into public administration curricula--one for leveraging comparative material in domestically-focused curricula and another for developing a distinct and standalone internationally-focused specialization.