While its purported aims are noble, the field of study abroad -- or education abroad as it is increasingly known -- is not immune from, and indeed embraces, discourses and practices that are, to use Gert Biesta's term, "learnified." Biesta defines learnification as "the translation of everything there is to say about education in terms of learning and learners," which he posits as problematic in its emphasis on individualistic and process aspects of education, over or at the expense of relationships and content. While the COVID-19 pandemic brought the field of study abroad to a virtual stop, these dire circumstances provide a unique opportunity for leaders in the field -- and for philosophers and theorists of education -- to rediscover and renew study abroad. As they are called upon to reimagine and restructure academic experiences abroad for intra- and post-pandemic contexts, practitioners and scholars should consider a re-turn to the field's core, to which it has been shaken. "Study" itself has been a subject of increased interest within philosophy of education in recent years, standing in opposition to or in tension with learning. In the first section of this paper, Paul Geis introduces Biesta's and others' critiques of the learning regime and then aligns key aspects of contemporary study abroad with them. Geis engages different critiques of the problem of learning, including Biesta's ideas on individualistic or individualizing framings, and the emphasis on the qualification domain in education, along with Tyson Lewis's critique of operativity in education. Second, Geis builds a case for study as a promising and attainable form of educational engagement abroad. Finally, he turns to Lewis's engagement with Walter Benjamin's work to explore two specific forms of study -- collecting and wandering -- within the study abroad context. Geis discusses how practitioners in study abroad can be attentive to opportunities for these forms of study without having to root out all leaning.