First-generation college students represent a growing segment of the U.S. higher education population and a group consistently underrepresented in study abroad programming (Cataldi et al., 2018; Rausch, 2017). According to the Consortium for Analysis of Student Success through International Education (CASSIE), only eight percent of first-generation students study abroad, yet those who do are more likely to graduate within six years and have higher grade point averages (GPAs) at graduation (Bell et al., 2020). As U.S. higher education institutions return to offering study abroad programming at this point in the COVID-19 pandemic, there is an opportunity for education abroad leaders to focus on educational equity by examining pathways for underrepresented students to access study abroad. However, focusing on access to study abroad necessitates a closer look at programming and effective practices for highlighting study abroad opportunities to all students, particularly to underrepresented student groups. Researchers have identified studying abroad as a high-impact practice associated with greater student retention that promotes college completion and benefits all students (Bhatt et al., 2022; Farrugia & Sanger, 2017; Kuh, 2008; Valuy & Shao, 2021). Staff at five U.S. higher education institutions and two non-profit organizations were interviewed implementing successful strategies for engaging with first-generation students to share promising practices with the field. This paper synthesizes their perspectives alongside a review of the literature on first-generation students to describe the landscape of study abroad programming designed for first-generation college students. It will then provide an overview of considerations for access to study abroad specific to first-generation students and relevant outcomes. It also will present promising practices and examples from U.S. higher education institutions and study abroad programs to enhance pathways to access study abroad opportunities for first-generation students. [An additional producer of this report is AIFS Foundation.]