Through a case study of Quebec's general and vocational colleges (cegeps), this article analyzes the role that institutions play in internationalizing the in-service training they provide to their teachers, and explains how partnerships with educational institutions in developing countries contribute to this process. Data from a questionnaire completed by 39 cegeps show that cegeps sustain internationalized in-service teacher training through teacher mobility, international cooperation, and training activities. Teacher mobility and international cooperation support efforts to establish partnerships with foreign institutions. The relationships that cegeps have with developing countries are changing: international cooperation, associated with a "selling" relationship, is decreasing, while teacher mobility, associated with a "gelling" approach, is increasing. Finally, the consistency between cegep activities and the government's strategies is explained by considering the community of interest composed of cegeps, the government of Quebec, and Cegep International.