Assessment is growing for short-term study abroad as the majority of students (63.1%) continue to choose this option (Institute of International Education, 2016). This study uses the Intercultural Effectiveness Scale (IES) to examine the impact of short-term study abroad programs on students' overall intercultural competency and the connections between those measured areas and programmatic content. Using the IES survey distributed before, after, and three months following the study abroad experience, data was analyzed for fifty-five students across eight different short term programs at three distinct institutions within the state of Texas. Document analysis of program syllabi looked at connections to structured activities and assignments. The results demonstrate significant impacts on students' self-perceived intercultural competency in short-term study abroad programs ranging from two to five weeks that appear associated with intentional programmatic structures. These findings support recommended practices of using well-defined activities and assignments, incorporating meaningful local interaction, and providing planned reentry.