In this paper the Spanish International Business Program Abroad at Concordia College (Minnesota) is examined. Students in the program live, work, and study in Mexico City (Mexico) for one 4-month semester after completing prerequisite courses in management, accounting, economics, marketing, finance, statistics, Spanish grammar, composition, conversation, Latin American history, and Business Spanish. Pre-travel and re-entry courses are included in the program, and its curricular design is fairly open-ended in order to allow for creative and active experiential learning. The quality of the international experience depends on the degree to which participants can critically reflect on individual action in a cultural context other than their own. The procedures used to document student perceptions (interview, correspondence, journals, etc.) are reviewed and some journal entries are reported. It is concluded that in learner-centered curricula it is important to incorporate student assessments of their own experiences. Contains 9 references. (LB)