Higher education in Canada champions the concept of internationalization and strives to adhere to it ideals. “The Internationalization Statement of Principles for Canadian Educational Institutions” (Canadian Bureau for International Education, 2016) explains that internationalization entails incorporating global viewpoints into the objectives, operations, and delivery of services, mainly in colleges and universities. It goes on to delineate a series of principles that provide a framework for a “Canadian approach” to internationalization. What is this Canadian approach? How was it first articulated in 2014, and how has it evolved since? Additionally, what do these principles imply for language education in departments, schools, and programs that are directly supporting students in navigating the complexities of linguistic diversity and cultural understanding in Canada, a multinational state with varying regional and local realities? I am particularly interested in considering how language education could adapt in the context of evolving understandings of internationalization. This chapter provides an overview, identifying broad issues in relation to the internationalization of higher education in Canada, analyzes the foundational framework document published in 2016, and reflects on different institutional realities with an eye to the impact on language programs.