The Institute for International Education's Annual Open Doors Report (2014) indicates that less than 5% of study abroad college students travel to sub-Saharan African countries, with South Africa being the only African country to make the top 25 study abroad destinations for U.S. students, and it attracts only 1.8% of all collegians. Study abroad is defined as educational programs that take place outside of the geographical boundaries of the country of origin. There are both real and perceived challenges for study abroad programs that send students to African countries. In this article, the authors argue that postsecondary institutions need to do more to foster a balanced understanding of the African continent and one way this can be done is by improving the representation of the continent in study abroad promotional materials. While existing literature in the field of tourism, social work, and African studies have analyzed images of the cultural Other in study abroad texts, there is a paucity of higher education and student affairs research that utilizes postcolonial theory to analyze representations of Teach Abroad programs. To address this gap, this research undertakes a critical content analysis of promotional literature of one program, "Instruct in Africa" (pseudonym), to determine whether representations differ from the dominant. The authors end the article with suggestions for study abroad directors and those who create marketing and promotional tools so they can improve the ways they represent the continent and their students' experiences there.