Despite significant increases in international business education, and cultural competence in particular, in U.S. classrooms we still know relatively little about the roles of specific cultural intelligence dimensions relative to how students affectively respond to such education. This article examines the relationship between prior international experience, cultural intelligence, and satisfaction with international business studies in U.S. college students. Using path analysis, our data indicate that prior international experience relates positively to all dimensions of cultural intelligence and that only metacognitive cultural intelligence and motivational cultural intelligence relate to increased satisfaction with the study of international business.