This study examines the internationalization of higher education in Türkiye through a process-oriented perspective structured around policies and practices, their effects, and the challenges shaping implementation. Moving beyond a narrow focus on student numbers and mobility indicators, the study analyzes internationalization within the framework of multi-actor governance, institutional capacity, and soft power dynamics. The research was conducted using a qualitative case study design. The dataset consisted of strategy documents and institutional reports published between 2014 and 2024, as well as semi-structured interviews with eight participants. The data were analyzed through thematic analysis informed by the conceptual framework. The findings, organized around three research questions, indicate that the main policies and practices of internationalization cluster under six themes: attracting international students; outbound mobility of students from Türkiye; practices concerning foreign academic staff; outbound academic mobility through short-term and project-based programs; international academic collaborations and joint projects; and international education standards, including recognition–equivalence and accreditation–quality mechanisms. Among these, policies targeting the attraction of international students; such as financial accessibility, scholarship schemes, digitalization of bureaucratic procedures, work opportunities, and language/adaptation programs; occupy a central place in practice. Regarding the effects of these policies and practices, the findings reveal three dimensions. First, internationalization produces quantitative growth and visibility, reflected in the increase in international student numbers and expanded promotion capacity. Second, it contributes to quality enhancement and institutional capacity through alignment with international standards, quality assurance mechanisms, and academic collaborations. Third, internationalization functions as an instrument of public diplomacy by generating economic and socio-cultural contributions and strengthening Türkiye’s soft power through alumni networks and cultural interaction. The study also identifies key challenges affecting the transition toward comprehensive internationalization. These include social perceptions and xenophobia toward international students; structural and economic constraints such as language and adaptation issues, residence permit–visa–insurance procedures, accommodation and financial difficulties, and sustainability concerns; and limitations related to the employment of international academics and recognition/equivalence processes. Overall, the findings suggest that the internationalization of higher education in Türkiye is evolving toward a hybrid model in which quantitative growth–oriented practices and comprehensive, quality-based approaches coexist. Achieving a more integrated and sustainable model of internationalization requires strengthening institutional coordination, long-term resource planning, academic human resource policies, and the alignment between policy objectives and implementation practices.