Success in diverse educational and work environments requires intercultural competence, positive attitudes towards difference, and willingness to interact across cultures. Consequently, study abroad participation has increased as universities aim to internationalize; yet we lack clear evidence of study abroad providing students with skills and attitudes the programs intend to develop. This case study (n=10) documents with a mixed methods tool the changes in student attitudinal data after participation in a semester long course with incorporated intercultural learning activities and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory (BEVI). Overall, the average group scores did not increase; however, in a more detailed analysis, interesting patterns emerged within the data regarding unintended learning outcomes and variation in the data reflective of individual differences in identity and preparedness for learning. The findings illustrate how quantitative methods can function even with a small N, demonstrate the importance of synthesizing formative and summative assessment practices, and suggest potential curriculum changes and additional resources to support student needs.