A core strategy for campus internationalization lies with well-trained faculty who can embody international and intercultural learning into their courses. Because over 90% of US students do not study abroad, the urgency to internationalize courses is even greater now than ever. Few research publications focus on course internationalization process and practical pedagogy for achieving success for students' international and intercultural learning, especially in minority serving institutions. This article describes the process and outcome of a course-internationalization project at Albany State University, Georgia. The purpose of the project was to develop the skills, knowledge and professional competencies of faculty to impact students' international and intercultural perspectives. The professional development process involves a five-phase model that culminates in the publication of outcomes by faculty members who implemented the course internationalization project funded by Title III. The process, outcomes, and challenges discussed in this article will guide other institutions who plan to engage in similar projects.