The paper is an autoethnographic reflection of my experiences as a graduate student in two Midwestern universities. I argue that although "internationalization at home" remains the only easily affordable route to bringing global knowledge to domestic students' doorsteps, higher education institutions are not effectively exploiting the advantage of large international student population to speed up the internationalization of their curricula in the U.S. The paper offers suggestions for designing a globally responsive pedagogy which is paramount to "internationalization at home."