This study explored the experience of faculty at a U.S. university in the internationalization of curriculum to foster student glocal competence. The study focused how faculty use the curriculum to organize a coherent classroom to help the students study connectively irrespective of their culture to encourage social interactions within a diversified cultural context. This is a qualitative phenomenological single case study, which used Ohio University as the research setting. The participants in the study were faculty at Ohio University. The participants were selected through purposeful sampling. A questionnaire was used to collect the data. The analysis was done through coding, identification of emerging themes, and presentation and discussions of the findings. Findings exposed that faculty lived experience display knowledge in internationalizing of their curriculum but not all faculty were knowledgeable of the glocal construct. It was also evident that faculty crave collaboration and partnership to better display the glocal mindset and skills to foster glocal competence. However, faculties interviewed mentioned the informed pedagogical methods used to internationalize their curriculum and the importance of including students' experience in developing an internationalized curriculum. The respondents also mentioned the role of the Ohio University in fulfilling the internationalization dream needs to be activated. [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.]