Internationalization is a core activity of universities today, and one in which academic staff play a crucial role. A decade of research into academic staff engagement in internationalization of the curriculum (IoC) has highlighted the importance of in-depth qualitative case studies in which researchers collect detailed information over a sustained period of time in different institutions, programs, and contexts. This article analyses the results of multiple IoC case studies conducted in universities in Australia and Israel at different times over a 10-year period. Academic staff in six different discipline areas and four institutions were engaged in IoC. Taken together, the results of these studies provide insight into the process of IoC and key engagement points in it. It is concluded that IoC is best facilitated when the authentic perspectives, experiences, and motivations of faculty are respected and institutions recognize their agency, leadership, and differentiated needs in the process.