This chapter considers ground which has been highly contested (for example, see Chapter 12 for a divergent view), covering, as it does, the concepts of both curriculum and internationalisation. We will make clear our interpretation of curriculum and present a brief review of both rationale and features of internationalised curricula with reference to recent literature and university position statements (see Knight, 1994, 2004 for broad reviews of internationalisation). This will provide the context for a case study outlining the rationale, strategy and process for the implementation of a curriculum internationalisation process in one institution. The major tool for the case study process is a Guidelines Document for academic staff engaging in the review process; this is presented in full as an appendix to this book, as it outlines much of the context and the ethos behind that institution’s articulation of internationalisation.