This article forms part of an exploration into the results of a single-case, embedded study that was conducted to explore how domestic part-time graduate business students in the United States experience group work for summative assessment. Multiple information collection methods were utilised, including open-ended and semi-structured interviews, case study documents and student journals. The aim of this larger study was to understand the unique experiential factors that contribute to a student's perceptions of positive group work outcomes within a graduate-level context. However, this article will detail only one of the more unexpected findings of this study, which involves how international students affect the perception of positive group work for domestic part-time students. Since key informants of this study included only domestic part-time MBA students, the limitations and ethical implications surrounding this finding will also be addressed. This article suggests noteworthy implications in the area of professional and organisational development for faculty and administrators in higher education with regard to the use of group work in the graduate classroom. This includes the importance of utilising existing institutional resources and structures to prepare and develop administrators, faculty and staff to make more informed decisions regarding group work within a graduate context.