Education abroad has become an increasingly important educational program (experience) in global learning and development, intercultural competence, intercultural maturity, and intercultural sensitivity of students. Evidence exists that education abroad is a powerful influence on student's attitudes, intercultural skills, learning within a discipline, and views of an education abroad experience, but to date little evidence exists about the potential influence of education abroad on holistic and global learning and development. This study examines progress in global learning and development of students with education abroad experiences. The research is based on the research question: Do students change their self reports on cognitive, intrapersonal, and interpersonal domains of global learning and development from the beginning to the end of their semester-long education abroad? A pretest-posttest design was selected to measure changes in students' global perspective over the period of one semester, the length of the education abroad experiences of students participating in this study. Based on the results of this research study, education abroad is an effective educational experience for students, if the desired goal of an education abroad experience is to help students to develop holistically and globally. Students progressed in all three domains of global learning and development from the beginning to the end of the education abroad experience. These results support the argument that education abroad is a value added experience. Based on the research findings, the authors conclude that while students did change on five of the six dimensions of holistic student development, they progress more on some dimensions than in others. (Contains 4 tables.)