Despite the successful developments and continuing growth of Open Educational Practices initiatives worldwide, a range of issues remain unresolved. This is also true for two countries in the Southern Hemisphere; Brazil and Australia. This paper provides some context about OEP in higher education in Australia and in Brazil, including recent policy developments and initiatives. It then focus on the analysis of two individual universities; the University of Tasmania, in Australia, and the Federal University of Parana, in Brazil. They are both public universities trying to engage with OEP to enhance learning and teaching not only for their own benefit, but also for the benefit of their communities and globally, while also dealing with internal institutional issues and pressures. However, they are very distinctive in terms of their student numbers, their blended learning approaches, their role within their own communities, and most relevant to this paper, their OEP strategies and initiatives. We will analyse some of the key policies and strategies adopted by these universities to support OEP, as well the impact and the opportunities brought by them, followed by the challenges that still remain within these universities for the OEP moment to be fully recognised and embraced. This comparative analysis will then attempt to make some recommendations for future directions of OEP adoption not only in these two countries, but also elsewhere.