It is suggested that greater attention be given to psychological development assessment in the selection of students for cross-cultural exchange programs. To date little effort has been made to evaluate such program objectives as: (1) fostering international understanding, and (2) attainment of educational experiences not available domestically. Thus, the program's effects on: (1) students, (2) host cultures, and (3) origin county of students are not known. Some identified student reactions are: (1) immobilization (inability to interact in the host country) resulting in early return or emotional breakdown, (2) overidentification with the host culture resulting in severe readjustment problems, (3) underinvolvement resulting in rejection of the host culture, pursuit of familiar cues and ultimate self-recrimination or disillusionment, and (4) viable integration, the most common reaction (student accomodates his own and host country's values) resulting in profound respect for the integrity of the host culture. The most successful exchange student, however, transcends his cultural parachialism and during a transitional phase, termed cosmopolitanism, he achieves cultural and temporal relativity and self-objectification. (NG)