In this article, we aim to identify university teachers' experiences of their roles and practices in different internationalising higher education environments. Reflections on the university teachers' self-conceptions are examined using a specific story-writing assignment and content analysis of the stories teachers produce. The method was adapted for different target groups of university teachers in Finland, Switzerland and Germany during the years 2011-2013. The findings show two main orientations of university teachers' self-conceptions and provide an overview for sustainable action within the internationalisation context.