This study explores the pedagogical approaches to internationalizing World Literature and English Composition courses at Albany State University, a small HBCU in Albany, Georgia. This attempt to internationalize the World Literature curriculum introduces, adds, and (re)positions strategically multimedia texts, such as "My Mother the Crazy African," "The Tale of Sinuhe," "Egyptian Love Poems," and Black Orpheus that simultaneously highlight and counter the Eurocentrism of the original design of the syllabus that structurally represented Europe as the genesis of civilization. A Eurocentric curriculum and pedagogy are discordant to a school in which a majority of students are of color. Therefore, this internationalized World Literature curriculum attempts to help students see themselves reflected in the assigned readings as well as to examine objectively the contributions countries and cultures of the world made and continue to make to the body of literature and to its study worldwide. English Composition II internationalized curriculum also ensures that students engage prevalent and relatable trends in international and cross-cultural discourses, based on the essays they write that require engagement with peoples and cultures of different countries in the world. The methodology deployed helps situate these students relationally in globally oriented discourses, to reveal that, as human beings, our lives are interconnected, despite our geographical and geopolitical locations, to ensure the socioemotional and intellectual uplift of all students, and to develop and fortify the teacher's global awareness and competence.