This paper discusses the relatively new phenomenon of university education faculties offering offshore education. The analogy, "flying in, flying out" captures the intensity of such offshore experiences for visiting academics, and contrasts their professional experiences against expatriate academics. This paper reports on case studies of two academics from different parts of Australia with different research and teaching experiences, observing how they perceived cultural value differences relating to content, pedagogy and education, and how they negotiated the dissonance which resulted. While both participants identified areas for ongoing fine tuning at the institutional level, both felt that the offshore teaching experience had helped them to expand their global outlooks and facilitate a more internationalised curriculum planning and delivery. (Contains 1 table.)