As research on the effectiveness of study abroad programs continues to evolve, the author notes a gradual shift in focus from "Is study abroad effective?" to "What can be done to improve the quality of the study abroad experience?" (e.g., Pederson, 2010; Shaheen, 2004). The author writes that he believes this broadened perspective is a natural consequence of the maturing of assurance of learning programs at institutions of higher education (e.g., AACSB: Eligibility Procedures and Accreditation Standards for Business Accreditation, 2012; Higher Learning Commission (HLC), Criteria for Accreditation, 2012; de Witt, 2010). Refinements in methodology and baseline effectiveness will of course continue to be an important and ongoing body of work (e.g., Anderson and Lawton, 2011; Braskamp et al. 2009; Rexeisen & Al-Khatib, 2009; Vande Berg et al., 2009). The current study adds to the body of literature by addressing a gap in the existing study abroad outcomes assessment literature by focusing on the question of whether the developmental benefits of study abroad endure over time. Findings of the current study add to the body of knowledge that study abroad has a positive impact on the development of cross-cultural sensitivity as measured at the conclusion of the study abroad experience.