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While extensive discussion has been devoted to internationalising the curriculum in a response to the presence of international students, little is known about how academic staff members perceive the presence of this student cohort. Using data collected through semi-structured interviews with 80 academic staff from four different faculties in one higher education institution, this study investigates staff understanding regarding international students, with particular attention given to how disciplinary differences shape their responses. Findings indicate that staff from "soft" and "hard" disciplines hold different instructional beliefs, which then affect their teaching and learning practice. Discussions are provided on how these differing conceptions of teaching fit into the context of academic development with respect to international education. (Contains 4 tables.)