Professional development of educators is a central feature in education reform efforts (Bredeson, 2000) and school improvement (Guskey & Huberman, 1995). The purpose of the study was to describe personal and professional gains from an international experience, notably the Fulbright-Hays Group Study Abroad Program, including new knowledge and skills acquired, and contextualized them to professional practice. It also aimed to understand the perceived effects of this professional development on educators' students and school community as well as the expansion and infusion of international education. This study surveyed and interviewed two cohorts of educators in a Fulbright-Hays Group Study Abroad Program to following an international experience in Southeast Asia. This study aimed to expand upon and contribute to the prior literature and research on professional development, the need for international education, and the effectiveness of Fulbright-Hays experiences. This study reported out four specific findings related to international experiences for educators as professional development: the participants described the international experience as very effective at helping them acquire new knowledge and skills; the quality of program design, organizational support and resources, and oversight helped ensure acquisition of new knowledge and skills; participants indicated they used their new knowledge and skills once they returned to their schools, districts, and higher education institutions; and the new knowledge and skills was used in educational settings and shared with other educators and students in positive ways. There was a certain power noted to learning and experiencing new ideas and places in a cohort of peers. Finally, participants shared their perspectives that the international experience was positive for the educators' workplaces and students. This study has implications and recommendations for further research, practice and policymakers around: expanding and improving international experiences as professional development; developing professional development spaces for learning; and providing reflective practice into educators' work and professional development. Effective professional development can take educators' international experiences beyond educational tourism to build the capacity of schools and university schools of education in the United States to meet the needs of both an increasingly diverse student body and an increasingly interconnected global society and economy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]