As a discipline, international education focuses on developing an international consciousness. There are moral and ethical, as well as pragmatic, consequences of the development of an international consciousness: In terms of ethics and morality, international education inculcates positive attitudes towards international understanding and global citizenship. Students come to understand that what might look like purely local or national decision-making can have international and global effects and implications. Pragmatically, international education prepares students to be competitive within a global workforce and prepares institutions of higher education to serve a global student body. International education does important work. But few universities have the resources to develop international education, especially in the depth and breadth that it is visible in the professional associations and disciplinary literature. On a small campus, for instance, responsibilities for international education are split among staff who support international students, staff who plan study abroad, faculty who teach courses with explicit international content, and others who value international work but find no clear path toward integrating international education within their current responsibilities. When wanting to internationalize experiences for students, it can be hard to know where to begin. That is why we created "The Power of One: Theories, Strategies and Case Studies in Internationalizing the Student Experience." As coined by Gayle Woodruff, the "Power of One" is the idea of one international educator working on international curriculum integration, starting with small-scale changes. These are shared with colleagues, built upon, and lead to small changes across the curriculum. Eventually, Woodruff argues, they lead to transformed programs -- which themselves lead to transformed minds that are not only open to different ideas, worldviews, and ways of thinking, but that actively seek these out, recognizing the strength that comes from multiple perspectives. By creating transformed minds, we create the world we want to see, one that embraces the values and perspectives of the United Nations Sustainable Development Goals and the idea of "nothing about us, without us" at the core of international and global work. As we have envisioned it, this book makes two contributions: Taken as a whole, it contributes to the discipline of international education by surveying the many and diverse ways that practitioners, administrators, and scholars innovate, every day, internationalization within the university. Read this book cover to cover, and you'll see how study abroad can integrate with COIL, how faculty development in Indigenous thinking can integrate with faculty development structured around the Intercultural Development Inventory, and how faculty in psychology and rhetoric improve their courses to address changing student needs. Taken together, the chapters of this book map "what is possible" across disciplines and contexts in International Education. At the same time, because it focuses on the work of individuals in diverse institutions, the book offers exemplars and models for faculty administrators who seek to innovate within the limited resources available to them. Faculty and administrators on those journeys are fueled by "the power of one." If International Education is a complex territory, this book offers both a map and a turn-by-turn set of directions for some of the most interesting routes. It collects stories of the power of one as visible through several cases in several universities. "The Power of One" contains research and stories that demonstrate the power of one in three areas of international education. Each section collects half a dozen articles and essays by scholars from multiple disciplines. Below, we offer an overview of each. [This book was published by University of Minnesota Libraries Publishing.]