Study abroad is a growing phenomenon in higher education. Although such growth is typically lauded, efforts to measure the impact of international experiences on student learning have been limited. This study assesses the academic benefit of a study abroad program, offered by a U.S. university, with measures of self-reported learning. Study abroad participants were tested before and after completing their program and results are compared to a control group that did not study abroad. Study abroad students reported significantly greater knowledge than stay-at-home students on two of five cognitive dimensions. Further, study abroad students reported greater knowledge upon return than they did pre-departure on all five cognitive dimensions. The enhancements in knowledge were not significantly affected by sex, major, or ethnicity. Results of the study offer support for the value of study abroad in improving student perceptions of the learning experience. Implications for researchers and practitioners are discussed including additional steps that could be taken for study abroad assessment.