Accelerated globalization challenges educators to provide culturally accessible learning to countries other than their own. However, to do so, we must investigate the differences that may affect the achievement of equitable learning outcomes. Translation is a logical first step. Localization - a process in which symbols, images, etc. are changed to those recognized by the targeted learners - is also an effective adaptation. However, in education, we inadvertently imbed our deeply rooted, culturally diverse values into our approaches to learning and teaching. In this book, we explore the existence of cultural dimensions in elearning, a favored tool for global education. We examine whether such differences, between learners in the United States and India, affect learning outcomes and whether learners have different perceptions of, and preferences for, elearning. Subsequently, we propose the Cultural Adaptation Process (CAP). The CAP Model provides a framework with which online instructors and instructional designers can identify any needs for cultural adaptation - aligned with course content, media, and instructional approaches - within the constraints of their resources.