The need to develop international cross-cultural perspectives has led many educators to create study abroad programs for their learners. One way to support this learning in adult higher education is to offer education abroad programs -- often short-term international field experiences led by faculty for adult students. In the current study, we investigated experiences of adult education/HRD faculty who have experience teaching in such programs; additionally, we explored what and how they have learned in order to do so. Through the amalgamated conceptual framework of learning readiness, communities of practice, and motivational learning theory, we offer preliminary analyses of interviews conducted with five tenured/tenure-track faculty members about their motivations and professional development in advance of leading these programs. [For full proceedings, see ED628982.]