As global interconnectedness continues to reshape the landscape of healthcare, the necessity for cultivating healthcare leaders capable of navigating diverse cultural contexts becomes increasingly evident. This mixed-methods study aimed to explore the extent to which healthcare topics are analyzed and discussed from an international perspective within a master's program in healthcare sciences, as well as the implications of the program for graduates operating in global healthcare contexts. Participants in two cycles of research included individuals affiliated with a master's program at a medical school in the Northeast United States. Data collected from Cycle 1 involved qualitative interviews and document analysis to identify participants' perceptions regarding the internationalization of the master's program and its applications in healthcare settings. Based on these findings, three action steps were designed, implemented, and evaluated in Cycle 2 to intentionally introduce new international learning dimensions into the educational experience. The researcher concluded that a focused approach to internationalizing the core components of the master's program curriculum can facilitate the achievement of intended outcomes, including preparing healthcare leaders to operate effectively in diverse environments and fostering a deeper awareness of intercultural relations. The study aims to yield insights into improving curriculum design, enhancing student engagement with international cohorts, and cultivating culturally agile leaders in healthcare, thereby promoting the application of the curriculum in global contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]