This review highlights the neoliberal and neocolonial ideologies embedded within discourses surrounding U.S. study abroad, specifically regarding global citizenship. Drawing on existing literature and recent rhetoric promoting study abroad, it contextualizes contemporary U.S. study abroad from a critical perspective. Synthesizing the voices of critical scholars builds toward the need for intervention that intentionally incorporates critical pedagogies including decolonizing pedagogies and a focus on guided critical reflection and equitable interaction. This article includes a review of research focused on such critical frameworks in study abroad as a potential guide for study abroad educators and administrators to begin to reframe U.S. study abroad.