Abstract: The level of internationalization has become an important indicator of the development evaluation of colleges and universities, which is also an important content of the “double first-class” construction. Teachers’ international awareness and international knowledge are important factors to promote the international development of colleges and universities. Studying abroad can not only improve the comprehensive quality of teachers’ internationalization, but also promote the important actions of the internationalization process of the universities in which they are located. However, due to the constraints of university management methods, funding methods and personal factors, the effect of teachers’ study abroad is different. Through factor analysis and multiple regression methods and identify the key factors that affect the benefits of local college teachers’ overseas study visits, such as pre-visit training, duration of study visits and subsidies for study visits, two feasible models are proposed to improve the effect of local university teachers’ visiting combined with the requirements of the internationalization process: the first mode is that 41～50 years old teachers are the main body, and the length of visiting is set as one year, and the mode of subsidizing visiting refers to the funding mode of the China Scholarship Council; The second mode is that 41～50 years old female teachers in local colleges and universities are the main body, and the form of visiting study is mainly research, the fund for visiting is in the form of the quota of the China Scholarship Council, basic salary performance and subsidy.