This publication contains frank discussions of intercultural educators' high and low points in North Carolina during the past five years. Since the fall of 1971 the social studies curriculum for the public schools of North Carolina has specifically included the study of Africa and Asia. There are seven articles. The first article discusses why and how the social studies curriculum became internationalized. The second article describes a project which developed supplementary materials dealing with Africa and Asia for classroom use. The next four articles examine the experiences of a group of students participating in a travel-study program in Nigeria. How racial factors, personality, and demographic factors affected the students' experiences is examined. The last article discusses the characteristics of a successful intercultural program. A key characteristic is relevance. Students demonstrate a greater desire to learn that which has specific meaning and relevance for their everyday concerns while, simultaneously, greater effort is required to learn that which possesses the quality of distance. A successful intercultural program must overcome the problem of distance. (Author/RM)