This study investigates the experience of the first-year implementation of an international partnership between a university in the United States and one in the Middle East. Through thematic analysis, document analysis, and participant observation as our methods, we offer a detailed description of design elements and instructional strategies used during the partnership, assessing their relevance, responsiveness, and benefits to the partner institutions and their clientele. The findings support the use of hybrid cohort models in cross-national partnerships for educational leadership and are closely aligned with the literature, however, also add specific experiences and perspectives of those directly involved. In conclusion, the study highlights that for optimal outcomes, international university partnerships require not only early planning but also mutual trust, moving beyond paternalistic, reductive, "North-South Global Perspectives" many traditional partnerships promulgate.