This paper examines the Erasmus Mundus Special Educational Needs (EMSEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an international Master's programme holds promise for further inclusive educational practices for students with disabilities globally. The potential impact of collaborative projects that link researchers from highly diverse contexts is explored. The process of reflection in collaborative research enhances the researchers' ability to see their own context through new perspective. The authors describe how the EMSEN programme builds capacity for international research collaborations from the point of view of student, visiting scholar and programme convener. The authors, each from their own role, cultural background and perspective, reflect on several problems encountered in the EM year, how they tried to cope with these and recount how the challenges build capacity for future collaboration.