This paper derives from a case study of a 10-day cross-cultural field study experience held in Italy in which graduate students from master and doctoral levels in adult education participated. During group reflections, several students who participated in the course expressed the value of learning through personal connections made with students as well as the instructor. This relationship aspect of the short-term cross-cultural learning experience has only been briefly discussed in the literature. The research was framed by situated learning, and communities of practice (Lave & Wenger, 1991), with an emphasis on the relationships built in learning practice abroad. Student blogs were analyzed to provide evidence of the benefits of interpersonal relationships to deepen learning in adult study abroad. This research offers insights into the nature of relational learning during field study experiences, learning outcomes that resulted from these relationships, and ways to offer similar learning opportunities during international field study experiences in graduate education programs. [For the full proceedings, see ED581791.]