ABET　is　authoritative　in　US.　However,　engineers　who　graduate　from　an　ABET　accredited　curriculum　may　not　meet　expectations　in　a　global　environment　such　as　working　in　an　Asian　country.　Through　discussion　with　collaborating　faculty　members　in　2-year　and　4-year　US　colleges,　and　in　two　Asian　universities,　this　paper　first　attempts　to　recognize　the　strengths　and　differences　of　engineering　curriculums　in　different　countries　in　teaching　capstone　design.　It　is　found　that　a　typical　US　4-year　engineering　curriculum　trains　engineers　in　a　more　broad-base,　applied　science　direction,　and　its　Asian　counter　part　focuses　more　on　specialized　and　pragmatic　training.　Analyzing　the　differences　and　learning　from　each　other＇s　strengths　in　an　effort　to　internationalize　the　teaching　of　capstone　design,　it　is　hoped　that　students　trained　in　different　countries　will　be　more　adaptable　to　a　global　working　environment.