A growing number of students around the world are engaged in cross-border study mobility. Their academic, intercultural and personal development is a major concern and responsibility of not only the students themselves and their families but also the host institutions and other actors involved in the education of this cohort. This chapter addresses the pressing need to capitalise on international students dual strengths of diverse knowledge and transformative capacity as a meaningful and valuable approach to optimising their personal, intercultural and academic development. It also argues that international students learning should be conceptualised from a critical approach that considers how these diverse and intangible dimensions of the mobility landscape affect their learning experience rather than merely locating their learning in cultural, institutional or individual parameters. 2016, Springer science+business media singapore.