This qualitative study examines both the process and effects of a relational-centred international education partnership between MacEwan University in Alberta, Canada, and Ireland's Athlone Institute of Technology. It also seeks to capture the meaning of and the transformative effects of the international education partnership on students and faculty as they evolved through lived experience and emerged into consciousness. Data collection strategies included surveys, personal interviews, reflective journaling, and conversation style--focus groups. Data were analyzed by means of phenomenological hermeneutic analysis. Three main themes emerged that were common to both students and faculty. In addition, a number of group-specific themes emerged.