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The transition of International Relations from a descriptive discipline to a rigorous and consistent social science (like Economics), as well as the demand of the contemporary job market require substantial knowledge in the areas of mahematics, mathematical modeling and computer based analysis and simulation. The IR graduate of this century must be informed in these fields of knowledge to the same extent to which the 1950 IR graduate was familiar with economics, international law, history or psychology. Unfortunately, this requirement is not taken into consideration my many - if not by most - undergraduate and graduate American IR programs. As a result most IR graduates are unable to find appropriate jobs.On the bsis of these remarks and of my own education (I have a Ph.D. in International Relations, and a Ph.D. in Mathematical Economics), and my academic experience (in the United States and abroad) I discuss three topics in the first part of this paper:1. main mathematical sub-fields, and methods and techniques of data analysis that should be studied at the under-graduate level;2. principles of mathematical modeling, types of IR mathematical models, and specific IR mathematical models which should be studied at the graduate level; and3. computer based analysis and simulation in the field of international relations.In the next section of the paper I focus on the third topic explaining how should some IR courses be taught in a computer laboratory. I indicate that:1. during the first term the students should be familiarized with simple computer programs (software) that allow comparisons and analyses that use data-bases, but do not include advanced mathematical models (like CASCON);2. during the second term the students should study static (non-dynamic) IR mathematical models and simulate various scenarios by using the previously discussed models;3. during the third term the focus should be on dynamicsl models; and4.finally, the students must study, discuss, and work with optimal control and complex global models.In the last section of the paper I show how a considerable improvement in the mathematical modeling and computer simulation skills of IR graduates might considerably contribute to the development of our discipline, and the increase of graduates' ability to successfully compete on an extremely demanding job market. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]