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This article focuses on a comparative study ofhow diverse subject disciplines in different higher educa-tion institutions in Australia and Hong Kong approachedthe challenge of internationalising the curriculum (IoC).Case study analysis identifies five conditions conducive toimproving intercultural student interaction, engagementand adaptation through an internationalised higher educa-tion curriculum. The findings suggest that opportunities forIoC, such as those outlined, afford multiple benefits forboth domestic and international students in higher educa-tion. These include, better cross-cultural mixing, intercul-tural competency development and adaptation to differenthigher education contexts. Implications for higher educa-tion institutions interested in creating conditions thatfacilitate an internationalised curriculum are discussed.