The purpose of the study was to understand best practices for internationalizing higher education. Despite the growing recognition of the importance of internationalization to student learning in higher educational institutions, majority of students continue to exhibit deficiency in international skills and competencies required to function effectively in this present world. These deficiencies have raised concerns leading to the development of a working internationalization approach framework for higher education internationalization, including the activity, competence, ethos, and process approaches. However, there is little understanding of how the approaches have been implemented to infuse international and cross-cultural knowledge and capacity into the core functions of institutions of higher academic learning, because of a dearth of empirical research on how the approaches have been implemented for the purpose of internationalization. Moreover, little is known about students’ experiences and competencies acquired from internationalizing universities and the role of faculty in internationalizing institutions of higher academic learning. In general, little agreement exists among educators and administrators on best practices for internationalizing universities and colleges. A total of twenty-six research participants including six directors, sixteen students, and four faculty were sampled for this study. Equal numbers of participants were recruited from two U.S. universities—Midwest University (MWU) and East-coast University (ECU). Purposeful and snowball sampling strategies were adopted to identify participants for the study. Data were gathered through face-to-face semi-structured interviews and document reviews. Constant comparative method was employed to analyze the data. Results of the study indicated that organizational culture theories adopted to internationalize higher education comprised integration into university family, community relationship, buffering, symbols, communication, shared values and beliefs, and steering. Both universities engaged faculty in internationalization through study abroad programs, accreditation, international roles, international partnership, international faculty hires, admission of international students, monetary investment in faculty, self-motivation, formal and informal communication channels, rewards and recognition, academic activities, and co-curricular activities. Students benefited from internationalization as they acquired bilingual or multilingual abilities, firsthand cultural knowledge, sampled food, global knowledge, cultural nuances critical to showing respect to people from different cultures and geographical backgrounds, friendship and networking, personal growth, and high tendency to develop empathy. Finally, with respect to approaches for internationalizing higher education, the international offices at both institutions worked in synergy with other units and support from senior administrative leaders to provide services to inbound and outbound students and international faculty. Leadership support was apparent in the provision of infrastructure and human resources. To sustain internationalization initiatives and efforts, the process approach for internationalizing both universities, were guided by strategic plans built on leadership support. Students’ competencies were developed through on-going internationalized curricular and co-curricular activities, and international faculty hires. Similarly, staff participated in conferences and subscribed to journals. Equally, faculty were provided with financial support to attend international conferences and internal faculty seminars with internationalization at the center stage. Activity Approach carried out to internationalize both campuses included recruitment of international students, retention of international students, existence of international student organization, inter-cultural activities, students/faculty/staff exchange, foreign languages, study abroad, memorandum of understanding, curriculum internationalization, Area Studies, and International Programs. Findings of this study provide implications for policy and practice. Findings of this study can inform decisions of policy makers and administrators at institutions of higher education to develop and implement policies to create a learning environment to imbue international perspectives into students.