Internationalisation at universities is associated with the Bologna-process at a structural level. However, there is little systematic reflection on the effect of this structural re-organization on the concrete teaching situation. One important research-perspective for university teaching in an international context is the teachers’ self-conceptions (Kleber 2010). The main aim of the study is to make visible the different influences of internationalisation for university teaching practice and teachers’ conceptions by using narrative role-playing (Lyons/LaBoskey 2002; Moon 2010) at the universities of Tampere and Zürich. Results reveal approaches to meet the needs of a changing teaching and learning environment (Bodycott/Walker 2000; Svensson/Wihlborg 2007). Internationalisation in this context includes aspects of language, culture, mobility, curriculum, didactical questions or targeted graduate attributes. Weil and others discussed how internationalisation and cross-culturality are present within and beyond university curricula in teaching methods, practical experiences and group-dynamics (Weil/Stolz/Otazo/Baumgartner 2010). An intercultural sensitivity leads to deeper reflection of a cultural dimension of university teaching (Korhonen 2010). The research-teaching nexus might benefit from this more conscious reflection on the university teachers’ role between curriculum and an internationalised university environment.