This research -- which is a work in progress -- examines a critical Thinking curriculum as a specific case of how a curriculum is shaped by mobilities across geographical, linguistic and cultural borders in transnational higher education (TNHE), where English is the medium of instruction. The site of this research is a TNHE institution in a West African Francophone country, delivering an American university curriculum. The study adopts a critical theory approach and draws on actor-network theory and utilizes document analysis, interviews, classroom observations and an online activity with various groups of actors to build a rich picture of the Critical Thinking curriculum as a case. It addresses an intersection of comparative and international higher education that has not been explored before: the mobility and relevance of a Critical Thinking curriculum in TNHE in West Africa, thus contributing to critical internationalisation studies and supporting broader educational development efforts in Sub-Saharan Africa.