251 Copyright © 2018, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 14 DOI: 10.4018/978-1-5225-2791-6.ch014 ABSTRACT Most curriculum internationalization studies have been focusing on international students and study abroad programs, which has excluded the majority of non-mobile students on American campuses. In addition, the existing studies have been conducted from administrator and faculty perspectives. This chapter generates a substantive theory of intercultural curriculum and teaching methods from the experi- ences of students who have taken intercultural classes in American classrooms. Active interview theory and grounded theory were utilized for data collection and data analysis. Based on the pure voices from both domestic and international students, this chapter has identifed three core categories and eight sub-categories representing student-preferred internationalized curriculum. These categories or themes ofer new angles to look at curriculum internationalization. INTRODUCTION In the contemporary era of globalization, higher education institutions are more important than ever as mediums for continuous global flows of people, information and images, investments, and knowledge at an unprecedented pace and scale (Appadurai, 1996; Friedman, 2005; Rizvi, 2008). American Council of Education published a preliminary report Internationalization of U.S. Higher Education claimed that Opening the Classroom to the World: A Grounded-Theory Study of Student Perceptions of Integrating Intercultural Competence Into Curriculum Xingbei Ye Eastern Michigan University, USA Inna Molitoris Spring Arbor University, USA David Anderson Eastern Michigan University, USA