AbstractThis paper describes the model of internationally supported self‐study developed at the Kathmandu International Study Centre in Nepal. The Centre aims to provide for the varied home country needs of the secondary aged expatriate children resident in Nepal through a balanced programme of group tutorials and self‐study activities. The various facets of the model and their rationale are discussed under the headings of Structure, Physical environment and People. Based upon the experience gained, recommendations for practice are made. The creation of an environment conducive to learning is discussed, with reference to the contribution made to this environment by the physical surroundings, tutors, and the students themsel