Study abroad is an increasingly popular component of higher education, thought to promote global citizenship ideals, including the cultural and linguistic competence needed to succeed in a globalized world. While much research has focused on student learning outcomes, scholars have discovered that simply living and studying abroad is not a guarantee for expected language and cultural learning. One possible reason for these less-than-expected learning outcomes is students' lack of preparation for studying abroad. While several researchers have suggested changes to pre-departure preparation, few studies have analyzed current study abroad pre-departure orientation practices at US institutions or student perceptions of current programming. Using a mixed methods design, this study explores study abroad participants' reflections on their pre-departure preparation and their perception of its impact on their study abroad experiences. The intention of this information is to help create pre-departure orientation programming based on and driven by student voices. Guiding this study are the following research questions: 1) What do students say about their preparation for their study abroad experience?, 2) Which factors of pre-departure preparation, student characteristics, or program components are associated with students' language and cultural learning outcomes?, and 3) What do students report would have helped them improve their learning before, during, and after their study abroad experience? Data analysis revealed three major themes: 1) pre-departure orientation leaders, specifically program faculty and former study abroad students, play an important role in helping students feel prepared for studying abroad; 2) the prioritization of logistical and practical information over cultural and communication content in pre-departure orientation leaves students less prepared for the often challenging cross-cultural and -linguistic encounters that are part of an experience abroad; and 3) the one-size-fits-all approach to pre-departure orientation does not adequately address students' individual needs, backgrounds, and identities in a way that best prepares them for studying abroad. The implications of these findings indicate that a more individualized pre-departure orientation that intentionally prepares students for culture shock and disequilibrium abroad may be necessary for students to make the most of pre-departure preparation and their experiences abroad. [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.]