This chapter focuses on internationalization of school education in Finland. The main research question is twofold: what does K-12 internationalization in Finland encompass, and what mechanisms do shape and sustain it? Drawing on epistemic governance theory (Alasuutari, P. & Qadir, A., European Journal of Cultural and Political Sociology 1:67–84, 2014), this chapter illustrates K-12 internationalization from a state administrator’s (the author) perspective in a process that has been targeted to engender quality internationalization. Content analysis and autoethnography are used to examine curriculum texts, financing tools, and the author’s own private and published texts. Attention is paid to conceptualizations of K-12 internationalization over time, describing the role of state, schools and municipalities as key actors. The chapter examines aspects such as quality of internationalization, how internationalization has materialized, and discourses around best forms of internationalization. The occurrence of epistemic and strategic ignorance is discussed. The findings suggest that internationalization in the Finnish context is closely related to the national basic and high school education curricula and funding earmarked for schools’ international activities. The chapter reveals the complex interplay of interests among local, state and EU-level stakeholders.