To adapt to major social, cultural, technological, and globalization forces, scholars frequently discuss the purpose, structure, and content of higher education in agriculture. Most agree that change in the curriculum is imperative. The questions are who will champion the change, who will implement it, and whether faculty are willing to be an essential part of the process. So, the purpose of this study was to analyze what the faculty of the colleges of agriculture (COA) of the University of Georgia and Texas A&M University perceived to be priorities for the curriculum and the degree of relevance associated with internationalizing it. Accordingly, the respondents' perceptions were considered to be proxies for their future behaviors. A census of undergraduate teaching faculty in the two COA responded to an online questionnaire. Interviews of selected faculty were also conducted. Faculty gave preference to improving student development of analytical and communication skills over enhancing technical content. Increasing international awareness ranked last in priority; however, internationalization of the curriculum was viewed as very relevant. The tendency to compare issues often dilutes the emphasis given to internationalization, especially if viewed as a mutually exclusive alternative. That tendency to compare is herein referred to as the "comparison dilemma." Selected findings and conclusions are discussed accordingly. (Contains 1 figure and 2 tables.)