It is argued in this paper that if universities are to graduate students with critical analytical and reflective capabilities required in a knowledge economy greater emphasis needs to be placed on designing a student-centred learning environment. The paper explores the challenges in implementing this educational pedagogy for both teachers and students, particularly international students whose educational experience has been more teacher-centred. Research into the experience of a group of first-year postgraduate international students enrolled in an MBA at a leading Australian university is used to discuss these challenges. The paper aims to both identify the challenges for, and suggest an approach required by, universities to ensure that a student-centred learning experience at post-graduate level results in desired outcomes.