Universities must serve as catalysts in the global context for reform and respond to the call for civic responsibility through collaborative ventures across cultures. Within this frame, the following elements will be addressed: (a) social and cultural context; (b) leadership skills and change in higher education administration; (c) teaching and learning at the university level; and (d) cross-cultural communication. Through exposure to the aforementioned contexts, a cadre of global-oriented faculty will emerge and, thus, prepare the next generation of school-level and college-level teachers and administrators. To meet this challenge, change is needed. Global educational institutions must embark in cross-cultural discourse with college professors, school board members, principals, teachers, parents, students, community members, and policy makers to identify ways in which to transform our educational systems into new centers of bilingual teaching and learning. Given worldwide changing demographics, now more than ever, we must encourage educators to take leadership roles that will ensure a cadre of well prepared, results-oriented leaders. This presentation will focus on the diverse curriculum in teacher preparation and educational leadership programs at Barry University School of Education. Due to its global scope the presentation will compare and contrast educational and leadership styles reflective of the cultural and political realities in which they function. Unifying the curriculum is the concept of analytical reflection and global education as the basis for social change. A brief analysis and description will be provided on the following topics: (a) social and cultural issues; (b) leadership skills and change in higher education administration; (c) teaching and learning at the university level; educational access and accountability; (d) the role of English as the second language of choice; and (e) cross cultural discourse. Additionally, the presentation will offer participants exploratory guided questions addressing the knowledge base and skills required of educational leaders to successfully administer bilingual programs as well as research-based competencies for bilingual administrators that include strategic training in three areas: (a) managing change and program evaluation; (b) influencing school and community politics for support and protection of bilingual education; and (c) public/community relations to gain more funds. Educational Leadership in a global society should empower all participants in the educational process to embrace bilingual education as a means of leveling the global playing field. Mandates for educational reform should be grounded in the belief that educational leadership in a bilingual society mandates educational reform grounded in the belief that bilingual education must insure that students attain both English proficiency and academic success in both English and their native language. It is expected that sharing the model program of this project will be instrumental in identifying future plans for a systems-oriented reform plan for institutions of higher education in Latin America, along with the promotion of a bilingual context. At the onset of the 21st Century, it is imperative that curricula and language travel across geographic boundaries and focus on a hemispheric and need-based plan for accountability at all levels.