Coming of age in the 1990s the movement to transnationalize / internationalize the United States survey course reshaped the national narrative approach and invited teachers to reframe their teaching in a global perspective. Professional organizations and university task forces produced reports, featured the topic in Presidential Addresses, and invited annual meeting presentations. The Department of Education Title VI-A grants funded curriculum projects, movement pioneers authored path-breaking how-to books, and publishers inserted a global focus in textbooks. As the movement reaches the two-decade mark what are the lessons learned? How are changes in the cultural climate of opinion and the resurgence of the triumphal narrative content approach impacting U. S. and World History survey course teaching and student learning? Is the professional obligation to weave global themes into the U.S. survey and the rise of the World History course preparing students to become global citizens? Are new innovative digital pedagogies in these programs weathering the challenge? In what way do the internationalization turn and its companion counter-turn shape the writing of state History Curriculum and Readiness Standards, the survey textbook market, and the College Board’s Advance Placement Program?