The past decade has seen increasing interest from U.S. policymakers and think tanks in looking across countries for educational reform strategies. At the same time, due to differences across content and culture, many researchers are skeptical of this practice of 'policy-borrowing.' This research examines the emergence of a new form, "International Learning Communities," which are sustained efforts to support public education leaders to engage in ongoing cross-national learning. Drawing on interviews with 25 participants of two different communities, we conclude that they engage in three types of learning: "borrowing," "co-construction," and "systems thinking." While each is seen as useful, we suggest that systems thinking is critical if international lessons are going to be effectively assimilated into coherent, contextually-appropriate reform strategies.