Developing academics' capacity for internationalizing the curriculum (IoC) is essential but challenging. There is a lack of understanding of how the IoC framework can be implemented in reality and of how educational developers can facilitate the process. This collaborative autoethnography explores the cultivation over 3 years of a community of practice for developing academics' IoC capacity facilitated by six educational developers in three universities in Hong Kong. The findings reveal a complex balancing act among various forces in the areas of domain, community, practice, power, identity, and broader context, the last three of which are insufficiently addressed in the literature. This article adds value by illustrating how IoC theories and communities of practice interact with multiple forces in the environment and our own agency, and are negotiated within a particular context.