This paper uses diffusion of innovation theory as a framework for studying why United States college students who attend study abroad information sessions fail to take advantage of such educational opportunities. Surveys were administered to two groups of undergraduate students--those who studied abroad and those who did not. Students ranked their decision based on five attributes of diffusion theory, relative advantage, compatibility, complexity, trialability, and observability. The results indicated relative advantage and trialability were the most important factors in deciding to study abroad, while those choosing not to study abroad ranked complexity and compatibility as the primary reasons. Recommendations include targeting the role of study abroad adviser as a change agent to influence student study abroad decisions and educating faculty about the benefits of studying abroad. (Contains 3 tables.)