Students seeking to study abroad are increasingly able to select their preferred level of immersion in such areas as program duration, similarity of classmates, language of instruction, and housing environment. As researchers endeavor to understand the relative contribution of these decisions to intercultural learning outcomes, information is needed regarding the student characteristics associated with these program choices. Questionnaire data from 252 undergraduates yielded demographic, social, personality, and intercultural predictors of preference for level of immersion across seven study abroad dimensions and supported a multidimensional model of immersion. Implications are discussed for outcome research methodology, study abroad advising, pre-departure training, and program design.