Community colleges were created to respond to the specific needs of their local community, yet the growing transnational connections established between institutions seem to give the "local", a global outlook. Based on a survey to which 39 of Québec general and vocational colleges (CEGEPs)--81% of the population--responded, this article uses frequency analyses to describe how internationalization inputs and outputs differ in rural, suburban and urban institutions. Findings suggest a rural distinctive character but do not show any important difference between urban and suburban institutions. Urban and suburban CEGEPs tend to use an ad-hoc central approach, and focus on student mobility and internationalized curricula, while rural CEGEPs seem to prefer a systematic marginal approach (Burnett & Huisman, 2010) to establish sustainable partnerships and recruit international students. In summary, the study suggests that local communities drive the internationalization process, thus suggesting that CEGEPs and community colleges think locally and act globally.