Between 2013-17 empirical evidence was collated in order to identify what students’ expectations were of studying law. Similar surveys have previously been conducted by the Higher Education Academy. However, what differentiates this study from previously published work is the focus on the expectations held by both home and international students, notably the similarities and differences between the two groups. The core findings were that the majority of home students’ expectations focused on their career aspirations, employability and/or research skills. Meanwhile the expectations held by most international students focused on their desire to examine European/International jurisdictions, as well as opportunities to network. These expectations were developed further throughout each academic year, particularly as Careers Advisers and Legal Practitioners delivered guest talks. The challenge facing facilitators was how to provide learning opportunities that promote internationalisation, whilst reflecting student expectations, within the remit of module learning outcomes. This paper presents pedagogical theory, benefits and challenges posed by responding to students’ expectations and internationalisation. This investigation demonstrates that there is a pressing need to appreciate and respond to the home v international expectation-reality gap. This is so as to fully promote internationalisation and facilitate deeper, effective learning for all students.