The internationalised practices of tertiary teachers as discipline experts and role models should hold them in good stead to help facilitate student preparedness for life in a rapidly globalising world. Yet the literature on the internationalised practices of teachers is relatively barren. The response of this article is to provide a conceptual framework for reflection and discussion by drawing on theory as well as research on university teaching practice to illuminate personal and professional characteristics that might reasonably be expected to underpin teachers' internationalised outlooks and classroom practices. It points out why Knight's internationalisation theory, whilst having been widely mobilised in Australian higher education, has limited utility to inform tertiary teaching-related activities. The article then provides a way forward by unpacking the notion of an "ideal" and authentic teacher for contemporary higher education to support contemplation of the development of international and intercultural perspectives in teaching. (Contains 3 notes, 1 table, and 1 figure.)