The basis for this chapter is qualitative research conducted in two small projects in Australia, Hong Kong and Singapore in 2003/4 and 2004/5. These projects provided insights into the expectations students had of their teachers as well as those skills and abilities most highly valued by the teachers themselves. They also provided insights into how these characteristics might be developed in academic staﬀ. In both projects extensive literature reviews were conducted spanning internationalisation and Higher Education internationalisation of the curriculum, professional development in Higher Education and transnational teaching and learning. In the ﬁrst study, which investigated constructions of internationalisation of the curriculum at an Australian university, a small number of sixteen staﬀ and students involved in a business programme taught in Adelaide and Hong Kong were interviewed. The interviews were part of a case study seeking understanding of the relationship between teacher and student understandings of internationalisation of the curriculum through the analysis of a variety of information from a range of sources. In the second study, conducted in 2004/5, questionnaires were sent to over 100 students and staﬀ involved in transnational programmes in Hong Kong and Singapore, and follow-up interviews were conducted with sixty-one students and staﬀ. In this study ﬁfteen essential and desirable characteristics of teachers in this setting were identiﬁed (Leask et al., 2005). These research projects provided some insight into the characteristics of ‘the international teacher’.