Study abroad is generally recognized as a transformational experience for university students to help prepare them to be what many in higher education are now calling "global citizens." Responding to the need to prepare citizens for the interconnected global world of the 21st century, K-12 educators recently established new standards and benchmarks to ensure learners become internationally competent. But how do U.S. teachers themselves reach levels of intercultural competence? Is living or studying abroad sufficient to provide the transformative linguistic and cultural experience future educators need to be able to cope with the cultural diversity of learners who come from backgrounds increasingly different from that of the majority of their teachers? As professionals, teachers tend to have the least intercultural experience. In the case of prospective teachers, study abroad can take the form of an international student teaching experience that engages them in cross-cultural encounters essential to intercultural learning. A defining characteristic of the global citizen is intercultural competence, something that college students will supposedly achieve through study abroad. As students study abroad in greater and greater numbers, the emphasis on assessment and accountability that prevails at many universities demands evidence that learning goals such as increased intercultural competence and improved language skills are being met. Study abroad advocates are looking specifically at ways to help students make the most of their time abroad, and are using tools such as the Intercultural Development Inventory (IDI) to quantify the success of study abroad programs. The Franco-American Teacher in Training Institute (FATITI) offers one example of a program design that resulted in both increased intercultural sensitivity and improved language skills among the participants as measured by the IDI and oral proficiency scores. This article analyzes the structure of the FATITI program and compares it with the factors identified in literature as contributing to greater increases in intercultural development.