Purpose: This paper contributes to knowledge on the internationalization of higher education (HE) through presenting a "lived" experience on how to optimize internationalization outcomes through national internationalization policy development. Design/methodology/approach: This paper uses a case study of Zimbabwe to qualitatively chart a strategic focus to internationalization through incorporating the theory of change (ToC) approach to national (government) policy development. Findings: The paper details the context, challenges, rationales, approaches, priorities and processes that guided IHE policy development in Zimbabwe. It underscores the importance of baseline research and benchmarking in propelling an evidence-based and participatory approach to IHE policy development. Research limitations/implications: The methodology and framework used here makes it possible to draw comparisons in similar settings in a way that enables a more holistic understanding of the complexities and practicalities of national internationalization policy development. Practical implications: The study can assist nations to take a strategic approach to guide institutional internationalization responses. In doing so, researchers and HE stakeholders in similar national contexts can learn valuable lessons from the study. Social implications: Internationalization is increasingly becoming a policy imperative for HE in pursuit of quality as well as fostering sustainable national development (Craciun, 2018). Higher education institutions (HEIs) are recognized as key drivers of sustainable national and international development through the production of quality graduates with "global competencies." Originality/value: The study contributes to the growing research interest on strategic approaches to internationalization targeting specific national experiences.