Design and manufacturing of dental restorations has evolved to embrace digital technology. So too has the paradigm of learning and teaching dental prosthetics. Once a didactic teacher-driven process, it has become student-focused, reliant on collaboration and directed toward employability. This chapter describes the stages, processes, and experiences of developing a collaborative partnership to “internationalize” dental technologist curricula which led to a model for developing shared digital resources and enhanced work-integrated learning. The discussion is supported by reflection of dental technology student learning experiences from Oslo and Akershus University College and Griffith University. Issues, controversies, and problems are explored through a descriptive analysis of experiences that aim to encourage other academics to rethink curriculum design, delivery, and assessment to create international partnerships. International collaboration in higher education can provide academics with a platform to share digital resources and create flexible, transferable qualifications.