Purpose: The purpose of this paper is to investigate the difference in the process of higher education (HE) internationalization across faculties in a post-1992 university and to identify faculty-specific factors through evaluating the four faculties in the case study. Design/methodology/approach: A qualitative research is conducted in a post-1992 UK university. Four faculties are involved and a total of 20 interviewees from three key departments participate in this project. Content analysis, critical discourse analysis and categorization of meaning are adopted as data analysis strategies. Findings: This study explains the reasons why the level of internationalization across faculties is different. Research limitations/implications: This research helps gain rich understanding of faculty-specific factors in terms of the degree of internationalization. Further research in this area is encouraged to test these faculty-specific factors through quantitative population studies in other institutions. Practical implications: Most faculty-specific factors are management matters which can be improved by internal adjustment. HE internationalization cannot be conducted the same way in each faculty, but should be considered a part of faculties' particular focus. These factors highlight the areas where the faculties need to improve, in order to better accommodate HE internationalization. Originality/value: This research evaluates and identifies the faculty-specific factors in relation to the level of internationalization from a faculty's standpoint. These critical factors are unique to HE internationalization and transferrable to other similar institutions. (Contains 1 table and 1 note.)