As a first step in an investigation of what is done to prepare prospective upper secondary teachers to teach calculus, an international survey of calculus in upper secondary school, at university and in teacher education was conducted. As a result, 14 national accounts, written by experts in the field, were collected. These were then analyzed, focusing on the institutional context, the role of the content in the institutions and differences in content between institutions. Differences and similarities between the countries, as described in the accounts, are presented, and implications of the results regarding how Klein’s double discontinuity plays out in the different countries are discussed.