Providing targeted professional competence development for educators involved in planning, managing, and teaching internationalized higher education programmes is still a relatively rare phenomenon. This article provides an example of such a continuing professional development (CPD) programme and of how the effect and value of it may be evidenced. It is demonstrated how key academic staff were able to develop their knowledge, skills, and attitudes, and how some of them were able to set in motion and support change processes in their own higher education institutions (HEIs). The aim of the paper is therefore to show that, with a well-described CPD programme that has clearly defined, measurable, and achievable learning goals, and with a mixed method approach of quantitative and qualitative data sets, it is possible to evidence the value of the programme not only for the participants, but also for their institutions.