Although local community-engaged learning (CEL) is increasingly common in higher education, international CEL (ICEL) remains much less common. Through an autoethnographic study, we reflect on the challenges and prospects of collaborating across Europe and Africa, particularly emphasizing equality and reciprocity. Our focus is the Capstone, an ICEL thesis project in the Master's in Global Challenges for Sustainability, a joint degree of the European Universities alliance CHARM-EU. We argue that achieving equality and reciprocity in ICEL requires (gradual) institutional and collaborative transformations that go beyond an individual ICEL exercise. Full equality may not be achievable; however, reciprocity can be fostered through exchanges between incentives, funding and resources, and decision-making. A balance is needed between regulatory freedom to experiment versus transparency and certainty of rules and regulations. We end with recommendations on how to achieve equality and reciprocity in ICEL, particularly within European Universities alliances.