Education abroad is a high-impact practice that can lead to transformational learning because it challenges students emotionally and intellectually. However, differences in program design may have differential impacts on students' learning. The purpose of this study was to understand the relationships between design features of education abroad programs--specifically, program duration and the extent of students' engagement in learning and with local communities while abroad--and participants' pre-test to post-test growth in global learning, measured via the nationally validated Global Perspective Inventory survey. Using structural equation models, we found program duration and frequency of engagement in certain learning and engagement abroad to have positive effects on participants' growth, although the relationships varied depending on the dimension of global perspective being measured. Nonetheless, our results provide further support for the need to intentionally design education abroad programs that facilitate deep learning and community interaction in order to ensure student learning.