Internationalising the curriculum has become a important issue within the university sector; an issue that attracts much rhetoric. But what does it mean for individual units or subjects and for individual academics? This paper is based on a recently conducted curriculum review of a first year Education core unit at QUT, which sought to enhance what was already a culturally and socially responsive curriculum. Specifically, the focus of the curriculum review was on responding more effectively to the needs of Indigenous, non-English speaking background, and female students. An equally important goal was to produce future teachers with high levels of intercultural understanding and skill.