Internationalisation within universities has been a growing trend throughout the past decades. This is generally seen as a positive move, however challenges such as acclimitisation, language hurdles and different cultural approaches to learning can hinder the adoption of a deep approach to learning within the student body. In this report, we investigate relations between internationalisation and a deep approach to learning within Lund Institute of Technology (LTH). We do this using two complementary approaches: interviewing lecturers and program responsibles and examining course experience questionnaires (CEQ) scores in relation to the level of internationalisation. Our findings, especially the interviews, give insight into some common phenomena and the considerations connected to working with international teaching situations. In general, teachers claim that their teaching has evolved in a positive way as a result of internationalisation.