Within the field of graphic design many contemporary designers and educators seek to challenge global corporate homogenization and the exploitation of developing countries (Rawsthorn 2013; Poynor 1999; McCoy 1994). The ‘First Things First 2000’ manifesto re-booted the Humanist and socially conscious perspective that was originally set out by Ken Garland’s ‘First Things First’ manifesto (1964), arguing that design was not a neutral process, but one that should be more critical and challenging of the consumer focused output, that forms a great deal of graphic design professional practice .In an increasingly global economy students must develop an intercultural awareness of themselves and other cultures. Within the field of design education Mendoza & Matyók (2013) argue that design is a transformative and socially engaged practice offering an important platform for student internationalisation. Although there is a growing body of academic literature on the internationalisation of higher education, there is still a lack of research on the students’ perspective. This chapter analyses how UK design students participated and negotiated the implementation of live projects in an African context, specifically Mozambique. The aim was that a cultural learning experience in a very different environment with challenging resources and social conditions would develop student global citizenship and mobility, and would offer alternative approaches to graphic design career development and professional practice.