Although common barriers to studying abroad are well documented, this paper proposes a more-overarching barrier is that prevalent evaluation strategies provide little evidence of how study abroad contributes to discipline-specific learning outcomes. Such direct evidence is likely to encourage more employers to view studying abroad as adding value to a graduate resume and hence motivate more students to participate. Studying abroad is often represented in the literature as delivering a transformative impact for all students, regardless of their specific academic programme. While this may be true, it frames the benefits of studying abroad as being generic and supplementary to any discipline-specific curriculum. This paper provides a specific example derived from an Australian national data set and reviews other methodologies that can deliver outcomes data for specific disciplines and for different study programmes, enabling more effective programme evaluation and more effective promotion of the benefits of studying abroad for different students.