The purpose of this study was to assess the effectiveness of intercultural learning modules introduced to a faculty and staff study abroad program. Using data from 2014-2018 of Intercultural Development Inventory (IDI) scores, this study compared control (2014-2015) and treatment (2016-2018) IDI mean score differences due to the new modules introduced in 2016. The results indicate that the introduction of five intercultural learning modules and individualized goal setting led to positive IDI growth in comparison with the control group. Despite program participants of all years taking part in daily journaling with program mentors, these results suggest that participating in intercultural learning modules before, during, and after travel and setting individualized intercultural goals were key to intercultural learning. In addition, this study provides evidence that best practices for student study abroad programs can also be applied to faculty and staff intercultural professional development.