Abstract
A critical review of current knowledge about international field education yielded four main conclusions. First, an unresolved debate exists relating to the meaning of international social work (ISW). Second, various motives drive students, faculty and professionals to participate in ISW. Third, developing a curriculum for ISW presents unique challenges. Fourth, four competing models of international field placement exist: (1) Independent/one-time; (2) Neighbor-country; (3) Onsite group; and (4) Exchange/reciprocal. Based on the review, principles for effective ISW field placement, especially intensive preparation and collaboration between sending and host schools, as well as directions for future research are offered.