Although the International Baccalaureate (IB) Diploma Programme is offered by many high schools in the United States and considered to be challenging and rich in content, the curriculum has not been analyzed to determine its alignment with college readiness standards or state educational standards in the U.S. The research methodology employed by this project was a professional judgment model often referred to as convergent consensus. It requires the repeated review of documents by experts who make changes at each review stage designed to move toward consensus agreement on a final document that achieves a set of pre-established goals. In this case, the goal was to develop a set of standards that represented the knowledge and skills students learn in the curriculum of the IB Diploma Programme. The results of this study clearly confirm the strong relationship between the IB Diploma Programme and standards for college readiness and success. The IB standards demonstrate a very high degree of alignment with the KSUS standards in all subject areas. In addition, many of the individual IB standards are at a level more advanced than entry-level college courses. Furthermore, the IB standards address key cognitive strategies that are critical to success in entry-level college courses. These key cognitive skill areas are rarely addressed in state content standards but are identified almost universally by college instructors as being central to success in entry-level college courses. These key cognitive skill areas are rarely addressed in state content standards but are identified almost universally by college instructors as being central to success in entry-level college courses. In short, students who participate successfully in IB should be well prepared to succeed in entry-level college general education courses and in some cases to have already learned material covered in such courses. (Contains 1 table.)