Internationalisation is central to higher education and international student mobility a significant manifestation of this process. As increasing numbers of students undertake some or all of their education abroad, many partake in foreign language courses at host institutions. This may include learning the language of the host country or one that is used elsewhere. A key question in this regard concerns potential gaps that may exist between the students’ and teachers’ expectations regarding the teaching and learning of languages. Approaches to education often differ from country to country and this may include an emphasis on either autonomy-oriented or teacher-centred modes of learning. In the European and Irish context, much attention has been paid to the former, particularly with the development of the Common European Framework of Reference (2001) and the European Language Portfolio. Based on case study findings, this article discusses the role that ‘educational baggage’, or prior experiences and subsequent expectations of learning, may play in hindering the development of autonomy among international students. It also suggests ways in which the negative impacts of such ‘baggage’ may be reduced.