When a class is considered a study abroad rather than on-campus course, new criteria of learning, evaluation, and vocabulary often apply. Calling it "study abroad effects", this article examines such effects on short-term study abroad programs in the US by introducing the notion of the "mode of study abroad learning", a kind of study abroad effect that guides how students' study during study abroad. The article investigates three syllabi and identifies four modes of study abroad learning: the course content without specificity, the use of the notion of immersion, the lack of theoretical engagement, and the use of nonacademic vocabulary. Arguing that short-term study abroad programs are often positioned nominally as "academic" but substantially as "non-academic", this article suggests ways to make such programs academically rigorous.