This article explores the evolving relationship between curriculum design, teacher perceptions, and the lived experience of students participating in an international programme of study within a U.K. university business school. The article illustrates the challenges inherent in supporting cross-cultural learning within diverse cohorts and explores the use of reflective learning strategies as a means of promoting cross-cultural understanding. It concludes with a discussion about the positioning of university curricula as international spaces within local contexts and questions the degree to which implicit pedagogical norms support inclusivity. (Contains 5 tables.)