Transnational higher education is the term that is most commonly used to describe programmes that allow students to obtain a degree from an overseas university in their local context. Such programmes are often marketed on their similarity with those offered at home by the overseas university. Perhaps as a consequence, the related literature focuses on 'problems' that are encountered in the 'other' environment, particularly when academic staff travel to the host country to deliver the teaching. Transnational programmes, however, offer rich opportunities for developing cultural capability in students and academics through a sensitively internationalised curriculum. This article uses an autoethnographic approach to discuss teaching and learning in transnational programmes that are delivered in a postcolonial context (Hong Kong) by a university that is in the former colonising country (U.K.). Its aim is to illustrate how, by embracing the complexities, transnational higher education programmes can enrich learning and teaching in both the host and the home context.