It has been argued that higher education has irreversibly changed over the past 15-20 years. University education has moved from an elite system to a mass system. The frontiers of higher education have expanded more rapidly than they have ever done before by extensively moving across geographical boundaries and accommodating different forms of partnership, alliances and collaboration. Using a case study methodology, this article discusses the link between collaboration, partnership and alliances related to the Erasmus Mundus MA/Magistr in Special Education and aims to show the inter-relationships between policy and practice in the delivery of an internationally recognised postgraduate programme. It also identifies threads of inclusion that allow such a programme to flourish and the tensions that can become pitfalls as a result of global and regional politics. Primarily, drawing on interviews with current students and my own perspective as a recent scholar on the programme, the article will examine this programme and identify some of the issues that pertain to globalisation and internationalisation of inclusive education. I argue that the Erasmus Mundus programme provides among other things, a real opportunity to critique Euro-centric notions of curriculum and pedagogy.