The ongoing dissertation investigates the EU-funded Tuning Central Asia initiative, which aimed to support curriculum convergence in higher education in five Central Asian countries. The Tuning Central Asian Higher Education Area (TuCAHEA) initiative is selected as a successful case of an inter-regional project that helped to prepare the ground for further higher education regionalization in Central Asia in the period between 2012 and 2016. The study adopts the constructivist paradigm from International Relations and Deductive Qualitative Analysis as research designs and data analysis methods. This is a simultaneous qualitative case study, in which data is gathered by means of semi-structured interviews and qualitative content analysis of scholarly publications by European and Central Asian members of the Tuning community. The concept of epistemic community is applied to understand the role of academic experts in higher education regionalization. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2021.]