Secondary students are graduating into a world that is increasingly interconnected, interdependent and culturally diverse. This dynamic environment requires a level of intercultural and information literacy that is presently recognized by some school district leaders and teachers in a mid-western suburban school district as a necessity for its graduates. This study focused on district stakeholder perspectives about: the current intercultural and information literacy of graduates; what is needed for future graduates; and requirements for instituting curricular changes to prepare its students for the 21st century. A qualitative methodology comprising focus groups, interviews, an online survey of key stakeholders and a document review were conducted. Critical social, social exchange and constructivist learning theories, underpinned by a constructionist epistemology, informed this study. The results should serve as an aid for awareness and planning in the school district in relation to curricular and instructional issues.