The chapter aims to discuss rationales, processes, and expected outcomes of internationalization of three language education curricula including English, Chinese, and Korean at a university in Vietnam. Adopting multiple case study research, we collected and analyzed qualitative data gleaned from institutional curriculum frameworks, course guides, curriculum activities, and in-depth interviews with a total of 11 participants including institutional leaders, department leaders, and lecturers. We found that curriculum internationalization in all three language training programs has been socially, economically, academically, and culturally driven. An infusion of local, regional, international, global perspectives in curriculum with differing extents and purposes, partnership with international institutions, and lecturer and student mobility are common approaches enabling the internationalization process. While English language education focuses on the development of intercultural competence in multicultural, multilateral settings where English is the main tool of communication and delivery, Chinese and Korean language education pays attention to fostering bilateral linkages and cross-cultural capabilities. While there is scant research in this area, the findings of this research have significant implications for foreign language education in Vietnam and beyond.