The aim of this article is to report and reflect on a research project involving the conceptualization of the term "International Mindedness", which is used across a range of International Baccalaureate (IB) global and local contexts. The research process involved both a critical analysis of IB official documents and a literature review of concepts related to this term, which revealed important differences in their interpretations. The results shed light on the process of articulating a concept that is used globally and interpreted locally.