Numerous higher education institutions globally are actively incorporating international and global dimensions into their curricula, a trend also evident in the internationalization strategies of many Canadian universities and colleges. Notably, along with internationalization, Indigenization and equity, diversity, and inclusion-related endeavors are highlighting the diverse facets of Canadian higher education. This article presents an interpretive case study conducted at a school of education at a research-intensive university in Western Canada, foregrounding perspectives of international graduate students concerning the necessity of internationalization of their formal curricula. From a conceptual lens to global ethics, the findings demonstrate that whereas there is noticeable skepticism and rejection of the dominance and universal applicability of Eurocentric perspectives, as well as advocacy for inclusion of international students, the potential of curriculum internationalization in recognizing and addressing systemic issues related to equity and social justice should be better perceived and acknowledged. This paper calls for educators and policymakers to explore societal and institutional factors shaping this situation and consider necessary curricular (re)development.