Study abroad is often regarded as an important curricular component for supporting intercultural development among college students. While creating rich cross-cultural experiences for students is of primary concern, it remains unclear exactly which programmatic features of study abroad influence intercultural growth in a positive way. Consensus seems to be building around the importance of quality interventions within study abroad programs. What those interventions might look like may vary by context, and researchers are beginning to delve into the task of exploring the salient features of effective mentoring and guided reflection within sojourns. This paper examines multiple semester-long study abroad programs that utilize a faculty-led model as a means of providing effective pedagogical interventions to support intercultural learning outcomes. This research works to reveal the impact of certain contextual, personal, and pedagogical variables on intercultural development in study abroad.