Over the past two decades the field of inter cultural communication (ICC) has had proliferation of theories, research methods, and concomitant training models. In fact, between the 1970s and mid-1980s, the growth in the field of crosscultural training led to several attempts to identify salient issues and theoretical perspectives (Brislin, Landis, & Brandt, 1983; Martin, 1986). One recurring issue was the distinction between education and training (Kohls, 1987; Martin, 1986). While scholars have attempted to clearly delineate this distinction, it is not known whether practitioners also do so in their training and education programs. This study used Krippendorff's (1980) content analysis procedures to systematically analyze nine categories of education and training programs. Specifically, a total of 260 college courses and professional training programs were selected from nine crosscultural education and training categories: intercultural communication, language and culture, international/global communication, human relations, intergroup, interracial, cultural diversity, multicultural education, cross-cultural psychology, and cross-cultural research. The courses and training programs were analyzed on the basis of goals, content, and methods. A majority (88%) of both types of programs were judged as integrating multidimensional goals (cognitive, affective, and behavioral), content (culture general and culture specific) and process (intellectual and experiential). The results of the analysis suggest that while some practitioners still maintain a unidimensional focus in their cross-cultural training and educationactivities, the majority of them prefer teaching and learning strategies that are multidimensional.