This article details how a group of instructors at Hamad bin Khalifa University in Qatar instituted an integrated curriculum for all students entering the university’s Master in Translation Studies and Master in Audiovisual Translation. First, it discusses the unique multicultural context in which these two programs operate. It then describes the details of the implementation, focusing on the role that an oral history project played in the curriculum. It ends with an appraisal of the program’s success and a consideration of future directions, looking at the need for integrated approaches to learning in the context of emerging institutions of higher education.