Business students are increasingly seeking international experience in short-term, study abroad programs to enhance their intercultural knowledge, intercultural communication skills, and global perspectives to be more competitive in the global arena. Intuitively, universities initiating these programs and the students sojourning abroad believe in the importance of international learning experiences as a way to gain intercultural understanding, improve language and intercultural communication skills, enhance discipline-specific learning, and develop greater tolerance for ambiguity. Yet, despite the assertions that study abroad programs lead to unique and beneficial outcomes for students, assessment of learning in study abroad programs lags in consistent research on student growth and effectiveness of the programs in meeting stated learning objectives. This paper provides a background of selected empirical research that has been conducted on study abroad program assessment, outlines a plan for assessment, and lists some research scales that have been used for study abroad programs assessment. Thus, this manuscript provides a foundation on which to advance the short-term, study abroad program assessment research beyond its infancy. A bibliography is included.