n response to the changing global climate and the growing ethnic and cultural diversity in the U.S., there is a widely recognized need to add a global and cultural competency dimension to our educational programs. In addition to global learning, sustainability focused education has increased in importance since the UN’s declaration of education for sustainable development (Connell & Kozar, 2012). However, despite the need for such educational opportunities, few studies have examined the current curriculum to determine if these two critical issues have been addressed. Therefore, the purpose of this study is to examine the current apparel and textile curriculum in the U.S. higher education system and to explore the extent to which each course in the apparel and textile field has implemented global competence and sustainability in its course objectives.