Although international students are allowed to study at Swedish universities since 1985, the Swedish university landscape has undergone a strategic internationalization mainly during the recent few years. With a steadily growing number of international master programs and thereby more international students being part of the Swedish education system, a variety of problems related to cultural-diverse teaching and learning environments and their corresponding methodologies arises. Focusing in particular on knowledge diversity and heterogeneous group work, reasons for facing such problems and suitable approaches will be discussed. Amongst others, more detailed course descriptions, profiling of newly-admitted students, or more individual pre-arrival programs are proposed. Suitable ways how to actively encourage students to interact within cultural-diverse, heterogeneous working groups are discussed, highlighting the necessity of reflection and feedback.