Curriculum transformation is often cited as one of the key strategies for internationalizing higher education in the United States, and faculty members play a central role in this process. The purpose of the study we report here was to explore the potential for professional development initiatives to foster the transformation in perspectives necessary for faculty members to engage in curriculum internationalization. Findings suggest key program components that help faculty members overcome barriers to international work and transform their perspectives about course content, pedagogy, and internationalization, as well as the limitations of professional development initiatives focused on teaching.