International learning mobility is a strategic and operational priority for both the federal government and the majority of universities in Australia. Dating back over a decade, successive governments have stressed the public good to be derived from having an increased proportion of students participating in mobility programs. It is seen as contributing to the nation's competitiveness through a more globally competent cohort and a more globally engaged higher education sector. Strategic planning among universities with very few exceptions makes specific or indirect reference to the importance of learning mobility and both government and institutions have continued to invest in growing the program. This investment has included significant annual increases in scholarships and travel grants that act as a critical catalyst in getting the students mobile as well as adding the administration required to support a growing program. In this positive environment students have taken up the option in increasing numbers to the point where Australian is now no longer a laggard in learning mobility and it can be compared with participation levels in the US and Europe. In this article, planning and promotional documents from five global leadership programs are reviewed to identify the motivations behind the establishment of this new wave of programs. The common motivations of the programs--to increase participation in learning mobility programs, to improve students' global and inter-cultural competence, to prepare students to compete in global labor markets, to better induct students to new cultures, to support internationalization of the campus and the curriculum, and to encourage greater integration of domestic and international students--can all be seen as aspiring to improve the international learning mobility experience for students. (Contains 2 tables.)