Statement of the problem: This research study examined the impact of international immersion programs upon undergraduate students at Jesuit colleges and universities. Students return from immersion experiences claiming that the experience changed their lives. This study offered an assessment strategy to give greater evidence as to the impact of immersion programs upon student participants. Procedures and methods: A 48 item pre- and post-"Immersion Program Survey" was administered to 316 student participants from 13 Jesuit colleges and universities in the United States during January, Spring Break, and Summer of 2009. The study examined the transformation that students self-reported in the composite variable, well-educated solidarity (Kolvenbach, 2000). Results. Cohen's d for dependent measures demonstrated that the greatest impact was evidenced in the variables of compassion (d = 0.57), cultural sensitivity (d = 0.58), critical thinking (d = 0.60), and vocation ( d =0.62). The least amount of growth was witnessed in the variables of spirituality (d = 0.37) and social justice (d = 0.39). The composite variable of well-educated solidarity had a strong effect (d = 0.81), indicating that students exited the programs with a greater appreciation for well-educated solidarity. Conclusions. The research found that immersion programs impacted just about everyone regardless of gender, race, or religion. Slightly lower gains were expressed by students with previous immersion experience, as well as those with more experience in college. Little difference in impact was shown to exist regarding the location of the program or whether a service component was provided. Immersion programs include all aspects of the Ignatian Pedagogical Paradigm (IPP), a process in which a reflection component is paramount. The study recommended that immersion leaders be trained in facilitating conversations that are centered on spirituality and that immersion programs accept students who may need this more than those who already have a social justice orientation. The research encouraged the ongoing development and expansion of immersion programs so that as many students as possible may participate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]