The development of "international mindedness" is an established aim of international education and has recently gained prominence in national school systems. Despite its increasing salience, it remains an ambiguous construct and an understudied aspect of schooling. It is implicated in globalized educational markets and attempts to measure international mindedness and its kindred concepts, such as cosmopolitanism, are fraught. Drawing on a study of subjective perceptions of the influence of schooling over the life course, this article explores education for international mindedness. Informed by life history and narrative approaches, it provides an analysis of reflections from people who completed International Baccalaureate (IB) programs from the 1970s to 2010s. Commonalities and differences in narratives of those who attended "international schools" and "national schools" are explored in relation to influences people attribute to shaping their worldviews. The article illustrates the value of qualitative approaches and offers new insights into sociological critiques of international education and international mindedness, grounding and enlivening recent characterizations in complex life histories.