This article introduces a situational approach for assessing and teaching acculturation that captures how a person's level of competence and authen-ticity in a foreign cultural setting varies across the various situations the person encounters. Whereas previous research, such as the U-curve and Berry's dual identification model, portrays cultural adaptation at a broad, general level, the current approach provides a more nuanced perspective on acculturation by taking into account situational variability as well as variabil-ity in experienced competence and authenticity. The benefits of the frame-work for cross-cultural training and education are illustrated within the context of foreign MBA students in the United States. A s organizations continue to globalize, growing proportions of people are working and studying abroad. When these people attempt to oper-ate in foreign settings with unfamiliar rules for behavior, their experiences acculturating will vary with each situation they encounter. In some situa-tions, a person may feel competent at enacting the new culture's rules to produce the correct behavior, but feel inauthentic when doing so even if his or her behavior is considered appropriate for the situation. The reverse is also possible: In other situations abroad, the same person may struggle to produce culturally consistent behavior but have little discomfort engaging in this behavior from the perspective of his or her intact system of cultural values and beliefs.