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This article published in Gerontology & Geriatrics Education presents findings from an exploratory study based primarily on interviews about intercultural gerontology curriculum with university-based stakeholders from Canada, the US, and Europe. Scaffolding learning, active learning strategies, experiential learning opportunities, teacher modeling, and internet-based learning are discussed as key to intercultural learning. An appendix includes a list of resources that may be useful to developing an intercultural gerontology curriculum. The full article can be accessed with an OpenAthens account through your institution or with a Taylor & Francis Online account.