The Higher Education in the Ghanaian Context (HEGC!) study abroad program was created to engage participants in a critical examination of concepts related to power, privilege, and oppression within higher education settings in Ghana and the United States. The course has three components: pre-immersion, immersion, and emersion that are guided by a central question: What can this experience teach me about contributing to a global society through the application of culturally conscious practices in my field? To answer this question, HEGC! faculty incorporate culturally conscious pedagogy and assessment presented in this paper. The authors use a case study of the pedagogical and assessment approach for HEGC! as a form of assessment as pedagogy. This paper will provide an overview of the HEGC! study abroad program and the culturally conscious pedagogy and assessment strategies used. This paper concludes with implications for study abroad and assessment practices as well as intersubjective reflections from the authors.