The purpose of this study was to develop a manager's planning guide to aid in the development and improvement of international training projects through the use of the Total Project Acculturation (TPA) concept. The use of TPA promotes comprehensive learning through the use of project specific and culturally adaptive learning and teaching methodologies. The study focuses on individual differences, as they pertain to learning and teaching styles, and their interaction with individual subjective cultures. The TPA concept assert that once individual differences have been identified, training projects can be effectively designed and taught to accommodate them. TPA, as conceptualized by the author, visualizes all training projects as having three areas of major influence: 1) project management; 2) project learning; and 3) project culture. Within this context, TPA asserts that there is an intense relationship between individual subjective cultures, learning and teaching styles and comprehensive learning and teaching experiences. When the TPA concept is properly implemented, project personnel, training project designs and training methodologies can be culturally as well as characteristically matched to promote more effective learning. A comprehensive Project Manager's Planning Guide was developed to act as a pathfinder for providing logical direction to the design and implementation of a totally acculturated training project. It was designed to be implemented with both new and existing international training projects. The guide describes a step-by- step sequence that allows the user to track the acculturation process as it is being developed. The Project Manager's Planning Guide is designed around an Acculturated Learning Component which divides international training into four primary areas: 1) project inputs; 2) project personnel; 3) project planning and design; and 4) project learning. Each area is designed to complement the TPA concept. This study suggests that Total Project Acculturation can enhance the effectiveness of international training projects by: 1) Characteristically and psychologically matching the international training project management, technical assistance teams, project designs and methodologies to the training participant's individual learning styles 2) Perfecting the project's learning and teaching proficiency by encouraging the "learning to learn" concept through the design and implementation of whole brain learning opportunities that promote equal practice in each of Kolb's (1976, 1985) four learning dimensions 3) Utilizing project specific, culturally adaptive learning and teaching methodologies throughout every phase of the training project to include staff and training participant selection and development, project planning and design activities, learning environments and teaching and learning methodologies. / Graduation date: 1992