This qualitative case study examines a systematic approach to internationalization for a middle-sized, comprehensive private university in the United States of America. The focus is a descriptive study of the unique momentum at the beginning of organizational transformation---the comprehensive internationalization of a university as a system. The study explores organizational strategies, compares four colleges within the university on the undergraduate level, examines goals and specific strategies, and identifies effective delivery methods for global citizenship education. The literature review reflects the conceptual framework of the internationalization of American higher education with specific elements that affect both the process and its components. The conceptual framework includes internationalization through global learning outcomes, global citizenship education competencies, components of comprehensive internationalization, and essential steps for a systematic approach to organizational transformation. Data for the case study were collected from 30 interviews with university administrators, college administrators, faculty, American students, international students, and community representatives from four colleges, using formal, open-ended interview protocols. Purposeful sampling was used so participants could provide informed answers about the internationalization. Archival documents were reviewed and compared with findings from the interviews. The data received from each college were analyzed and each college was placed on a stage of the continuum of organizational internationalization. Data analysis was grounded in the original research questions that addressed the process of internationalization as transformational change. The concept mapping approach was used in order to analyze and clarify findings. The following fundamental steps that are essential for the continuing process of internationalization were identified: leadership and administration involvement and support, resource allocation, internationalization of curriculum through global learning outcomes assessment, internationalization of faculty, creation of structures to ensure synergy among all international activities at Park University as a system, and a holistic approach to internationalization. Recommendations for modifications of internationalization of the curriculum and faculty were presented. The qualitative study was limited to interpretations dependent upon its context and time. The sampling was aimed at insight about the internationalization, not empirical generalization from a sample to a population. The recommendations could be generalized to the people who participated in the case study.