Study abroad has shifted from a marginal opportunity for higher education students to a core strategy of U.S. colleges and universities, considered integral in the mission to globalize the academic environment (Sutton, Miller & Rubin, 2007). The assumption is that a broad set of efforts to expose students to alternate ways of viewing the world (including international education but also multicultural and sustainable education) nurtures a global awareness and world-mindedness (Merrill, Braskamp, & Braskamp, 2012) though strong empirical support is lacking (McKeown, 2009; McLeod & Wainwright, 2009; Sobania & Braskamp, 2009; Streitwieser & Light, 2010; Sutton & Rubin, 2004). This study explores the effect of short-term study abroad programs (some of which explicitly focused on sustainability) on higher education students' global perspectives. Specifically, do studying abroad and/or studying about sustainability promote cognitive, intrapersonal, and social development beyond that achieved via on-campus courses?