Decolonization address inequities in global settings that persist from colonial era practices. This pilot study gathers data from participants (student participants, n = 8; program facilitators, n = 3; local partners, n = 3) involved in a study abroad program to India and analyzes post-program perceptions related to select aims of decolonizing global health: a) valuing local knowledge, b) building lasting partnerships, c) transforming communities, and d) transformative learning for students. Data was collected through interviews and analyzed in Dedoose. Findings indicate that students, facilitators, and partners value experiential learning. Moreover, data found that all groups recognized that knowledge can be experiential and practical, creating lasting and sustainable partnerships is vital, but not all study abroad impacts are positive. Other key findings varied between groups. While students had a general understanding of decolonization, they struggled to articulate in-depth meanings. Data indicates that short-term, faculty-led study abroad experiences may be effective in promoting some aims of decolonization.