This study builds on education abroad, global citizenship, and short-term travel programs literature by examining students' experiences traveling on short-term programs overseas in the Global Majority. The term Global Majority, in this study, is defined as regions worldwide that have historically seen low student participation rates for academic exchanges, most notably in Africa, Asia, Latin America, and the Middle East. This term highlights the history of oppression and continued exploitation of those who make up the majority of humankind. Grounded in Transformative Learning Theory and Postcolonial Theory, the study addressed two primary research questions: 1) Which experiences of female American students participating in a short-term program abroad in the Global Majority are transformative? and 2) How do the experiences of female American students participating in a short-term program in the Global Majority vary according to their descriptive identity? This study provides insights into the experiences of 17 female American students who study abroad in short-term programs in the Global Majority. In the current state of international education, specifically the growth and expansion of short-term programs in the Global Majority, two things are simultaneously true: The experience of studying abroad on a short-term program in the Global Majority challenged students' beliefs and assumptions, leading to meaningful personal growth and transformation; and while these experiences are impactful, both identity and the level of cultural immersion played a role on the level of transformation that occurred. [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.]