The author argues that models of culture shock present a crisis response to cultural encounters and neglect key theories of student development. Drawing from interdisciplinary research, she presents a new model, the Cultural Transitions Model (CTM), to better support students as they encounter cultural transitions during study abroad. The CTM proposes a new framework to engage students as they prepare for, experience, and reflect upon their cultural transitions. The model and accompanying strategies seek to replace outdated language and paradigms and equip faculty and staff with effective methods for enhancing student learning in and out of the classroom to achieve desired education abroad outcomes.