Reflective thinking is an important feature of study-abroad learning, yet research on reflection in this context is sparse. The current study examined student reflection on 3 content areas (Academic Expectations, Cultural Expectations, and Psychological Issues) at 3 times (before, during, and after study abroad). A content analysis approach with both cognitive and affective components provided rich descriptions of student reflection. Content areas showed unique patterns of emphasis as well as changes over time. Implications for study-abroad educators and advisors in guiding student thinking may lead to reflective strategies to help students construct nuanced and advantageous interpretations of their experiences.