The study reported in this paper investigated the impact of study abroad experiences on graduate theological student intercultural sensitivity and the role that pedagogical approaches play in the development of intercultural sensitivity. It is widely held that study abroad contributes to student development of intercultural sensitivity (Jenkins & Skelly, 2004), but to what extent? Does a student who studies abroad have a distinct developmental advantage over one who does not? Are there specific factors, such as pedagogy, that serve to aid or hinder that development? Finding answers to these questions holds promise for determining more accurately how useful study abroad is for certain learning outcomes, as well as for making meaningful improvements to international study programs. (Contains 1 figure.)