This case study conducted by two partner universities from the ASEAN region was participated in by 27 international students enrolled in HyFlex classes and eight (8) faculty members who utilized HyFlex as their instructional approach in handling their international classes. This study aimed to draw insights from the student’s and faculty members’ experiences on the implementation of Hyflex instruction in international classes of two universities. Several limitations in using this novel approach surfaced, such as those related to different rules in online and onsite classes, lack of smart classrooms and poor connectivity, and language barriers among students and faculty, especially when negotiating through cooperative interaction. HyFlex instruction may be innovative but implementing it in international classes is much more complicated than anticipated. For this approach to be an effective platform for teaching and learning, all stakeholders must be ready physically, mentally, and emotionally and must be technically capable. Universities need to set policies appropriate for this mode and invest in soft and hard infrastructures which must be well-established and accessible to all participants. Nevertheless, HyFlex instruction provides opportunities for higher education institutions to implement partnerships with other universities and continue collaborating post-pandemic and beyond.This case study conducted by two partner universities from the ASEAN region was participated in by 27 international students enrolled in HyFlex classes and eight (8) faculty members who utilized HyFlex as their instructional approach in handling their international classes. This study aimed to draw insights from the student’s and faculty members’ experiences on the implementation of Hyflex instruction in international classes of two universities. Several limitations in using this novel approach surfaced, such as those related to different rules in online and onsite classes, lack of smart classrooms and poor connectivity, and language barriers among students and faculty, especially when negotiating through cooperative interaction. HyFlex instruction may be innovative but implementing it in international classes is much more complicated than anticipated. For this approach to be an effective platform for teaching and learning, all stakeholders must be ready physically, mentally, and emotionally and must be technically capable. Universities need to set policies appropriate for this mode and invest in soft and hard infrastructures which must be well-established and accessible to all participants. Nevertheless, HyFlex instruction provides opportunities for higher education institutions to implement partnerships with other universities and continue collaborating post-pandemic and beyond.