Despite substantial efforts across postsecondary education to increase minority participation in study abroad, the homogeneity of study abroad participants remains largely unchanged (Desoff, 2006; Shih, 2009). This study applies an integrated student choice model (Perna, 2006) to identify differences between white and minority (African-American, Hispanic, and Asian-American) students across measures of human, financial, social, and cultural capital previously shown to influence aspirations to study abroad (Salisbury et al., 2009). Analysis of data from 6,828 students at 53 institutions participating in the Wabash National Study on Liberal Arts Education suggests numerous differences between racial groups with considerable implications for institutions, scholars, and policymakers. (Contains 4 tables.) [This paper was supported by a generous grant from the Center of Inquiry in the Liberal Arts at Wabash College to the Center for Research on Undergraduate Education at The University of Iowa.]