This study contributes new evidence on the factors associated with undergraduate study abroad participation and post-college volunteering. Drawing on Education Longitudinal Study 2002-2012 data, this study analyzes how students' ascribed characteristics, academic achievement, college environment, and participation in study abroad are associated with students' likelihood to volunteer after college. Grounded in human capital and status attainment theories, this study employs Astin's Inputs-Environment-Outcomes framework to isolate study abroad as a high-impact education practice associated with post-college volunteering. Controlling for service-learning, previous volunteering experience, and selection bias for study abroad using inverse propensity of treatment weighting (IPTW), this study provides some of the clearest evidence that study abroad is an educational experience that promotes democratic outcomes. For study abroad program providers, these results suggest that more intentional methods of engendering a desire to improve the local situation upon returning home can further promote civic engagement. On a larger scale, these results provide some relief to the worry that American higher education is not adequately preparing students for democratic citizenship while drawing attention to the fact that only a small subset of the undergraduate population participates in study abroad to receive these benefits.