Internationalization has been an important concept in higher education over the past two decades. The way that internationalization is manifest has consequences to academic disciplines, including geography. A new system of liberal arts colleges in the Netherlands has created opportunities for interdisciplinary education, representing a departure from the traditional model of European higher education. At Leiden University College the focus on global challenges created an opportunity for geography to be integrated into a diverse interdisciplinary and international curriculum. The positioning of geography into the curriculum, however, occurred because its adaptability and breadth, which enabled it to be incorporated into diverse facets of the overall teaching programme. To be successful, however, geographers should be cognizant of specific facets of the discipline suited for an international context. The case study herein reviewed highlights important differences between the U.S. and Dutch (European) context. Additionally, important points for academic geographers (academics) who are in interdisciplinary programmes (i.e. not a geography department) are emphasized, which relates to the development of course materials to suit an international context. The identification of key thematic and methodological disciplinary strands serves as bridges to interdisciplinary opportunities, which was essential to geography's successful establishment within an international curriculum.