This article provides a critical review of the way that the International Baccalaureate (IB) promotes international education and international mindedness through the IB Learner Profile. While discussing theories of values and attitudes, and the teaching of values and theories of value acquisition, the paucity of such topics in IB texts is noted. It is acknowledged that the IB is in the process of providing support for schools in their delivery of the Learner Profile, and this article is intended to contribute to discussion as to how best that might be done.