Given the academic and labor market benefits of study abroad, closing gaps in study abroad participation is essential to educational equity. Students of color remain underrepresented in study abroad despite past efforts at diversification. Traditionally, study abroad opportunities for U.S. students have been designed for White audiences, and past research has indicated that a perceived disconnect between students of color's identities and the available programs has served as one of the barriers to their participation. This qualitative inquiry of the Frederick Douglass Global Fellowship, a 4-week study abroad initiative that was crafted for students from minority-serving institutions, investigates how the 10 participants' narratives of their experiences in the program illustrate principles of cultural relevance outlined in Museus' (2014) culturally engaging campus environments model. The marketing and framing of the program attracted students to apply for it, as many valued that it honored Frederick Douglass, presented the rare opportunity to study abroad with other students of color, and would prepare them to serve their communities more effectively upon returning. The instructors' pedagogical strategies validated students' identities and, in concert with the programming, presented numerous opportunities for students to learn more about themselves and others. The ethnic, regional, and institutional diversity within the cohort enhanced their experiences because of the abundant opportunities that it provided for cross-cultural engagement. These findings point to strategies that might be used in the development, promotion, and facilitation of study abroad programs for diverse audiences.