This chapter describes readings, assignments, and classroom activities that can be used in any class in which transnational psychology is covered. Thus, it is useful in infusing transnational psychology into the curriculum generally, as well as enriching a dedicated course on the topic. Although primarily written for undergraduate-and graduate-level classes, some of the suggestions can be tweaked to be used with middle and high school students. Although transnational psychology might not typically be a stand-alone topic on a syllabus in middle and high school, students at that level take courses in social studies, which may include human geography, world history, nation-state history (e.g., U.S. history), government and politics, comparative government and politics, psychology, anthropology, sociology, and/or new languages. In the process, students learn about communities around the world, colonization, imperialism, governance, social change, privilege and oppression, immigration, and globalization. They can explore the varied migratory routes of groups with whom they identify and transnational influences on their identities. All these topics are related to transnational psychology. The exercises related to these topics may help prevent the development of xenophobic attitudes and narrow nationalistic identities. Students can learn to ask themselves, "What assumptions am I making because of my own ethnicity, class, education level, cultural and religious backgrounds, sex, theoretical perspective, life experiences, and so forth, and how do these assumptions influence my opinions and decisions?" Teachers and professors can also use some of the suggestions for personal and professional development. Mohanty (2003) described three pedagogical approaches to internationalizing the curriculum and analyzing "the politics of knowledge at work" (p. 518). The first is the common tourist, consumer, or add-and-stir model (Mohanty, 2003, p. 518), in which examples of Global Majority cultures are added to Global Minority narratives. This model tends to focus on sensationalized issues (e.g., child labor, honor killings) rather than providing a comprehensive picture of day-to-day life in a community. This results in students feeling removed and superior instead of connected to the community. In the tourist, consumer, or add-and-stir model, students do not learn how to challenge and critique nationalistic and Global Minority assumptions. The second approach is called the explorer model. It focuses solely on Majority World local and global phenomena. Although this model allows for a deeper understanding, it separates racial and ethnic issues from international issues. Students still feel disconnected and are not taught how to identify and critique issues of power, agency, and justice (Mohanty, 2003). This is problematic because globalization is a dynamic economic, political, and ideological phenomenon connecting communities around the world and should be examined and critiqued with attention to these interconnections.