As community colleges strive to prepare students for an increasingly interconnected world, this study investigated the challenges and opportunities in internationalizing history curriculum at these institutions. The research addressed the limited understanding of community college history faculty's perceptions and experiences regarding internationalization. Using a qualitative approach, semi-structured interviews were conducted with ten history faculty members from three community colleges in Texas. The study explored faculty perceptions of internationalization, how these shape curriculum content, and perceived challenges in implementing a globally-oriented curriculum. While many faculty actively work to contextualize U.S. history within a global framework, they face significant challenges. Findings revealed varied understanding of internationalization among faculty, significant influence of personal and academic backgrounds on their approaches, and challenges including time constraints, lack of resources, and limited institutional support. The study's implications for practice include the need for comprehensive professional development programs, creation of repositories for globally relevant teaching materials, clearer institutional guidelines for internationalizing curriculum, and facilitation of faculty collaboration. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]