This case study describes the process education faculty went through to craft a response to a school-wide international experience initiative. Analysis revealed three competing frames that shaped individual faculty members' expectations. This made developing an internationalization requirement in graduate teacher education multifaceted, often ambiguous, and at times contentious. Failure to acknowledge and reconcile the tensions of these competing frames limited the efficacy of the policy. This is a cautionary tale providing lessons learned from one university's experience.
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