In the current era of global society, adults need to cultivate cognitive and affective capabilities for interacting in a wide variety of work and living situations. Studying abroad can provide unique learning opportunities toward this end. Good intentions in offering study abroad experiences do not, however, always produce the kind of learning, development, and transformations that are intended. The author first describes an instructional design that was underpinned by adult education theory and practice, then presents the research methodology and findings of the study that evaluated the design. (Contains 4 tables and 1 footnote.)