Globalization, on one hand, influences the expansion of linguistic repertoires present, among other areas, in higher education. On the other hand, it strongly encourages linguistic homogenization and the promotion of only certain languages, and is inextricably linked with language policy and language management at various social levels. Language management thus becomes an essential element in facilitating student and staff mobility and information exchange (Darquennes, Plessis, & Soler, 2020). This paper explores the attitudes of students in Zadar towards the role of language and multilingualism in language policy related to the internationalization of higher education, with a focus on the perception of language management in the context of university programs taught in English at the University of Zadar. Theoretically, the paper investigates the concepts of internationalization, language policy, linguistic diversity, language management, and higher education. Language policy is defined as “a society’s policy in the field of language, or as a set of principles, attitudes, and decisions reflecting that community’s relationship with its verbal repertoire” (Earls, 2016, as cited in Bugarski, 1986). Language management refers to behavior towards language, whether it involves managing one's own discourse or managing language by an institution (Spolsky, 2009). This research aims to answer the following questions: (1) How do students perceive the concept of internationalization? (2) What role does language play in the internationalization of education? (3) How important is studying English? (4) What are the benefits and drawbacks of introducing multilingualism in higher education? (5) What language management strategies can facilitate internationalization in higher education institutions? To address these questions, a qualitative study will be conducted based on semistructured narrative individual and group interviews with students from different years of study at the University of Zadar.