The study-abroad internship option for students is one example of a transformational learning opportunity (TLO) that is becoming increasingly popular in programs offered by colleges and universities in the United States (Alfaro, 2008; Cushner & Mahon, 2002). These TLOs often have the potential to broaden, enrich, or augment student learning and personal development. International study abroad opportunities are recognized in the literature as having the power to provide significant positive benefits by impacting a student's personal growth and maturity and further increase appreciation for diversity and language differences (Pence & Macgillivray, 2008; Toncar & Cudmore, 2000). Chieffo and Griffiths (2004) report that there has been an increase in short-term study abroad programs (less than eight weeks) in American universities. While there has been debate in the literature about the overall long-term merits of short-term study abroad programs (Arenson, 2003; Freinberg, 2004; Zamastil-Vondrova, 2005), universities are encouraging students to participate in them. The purpose of the present study was to explore the participants' response to the study abroad experience to determine whether they identified connections to surface and deep cultural issues of the host country and its people. The authors continue to be interested in the transformative nature of this short-term international student teaching experience and have provided an organizational framework in which to analyze representative reflective statements made by students as evidence of their insights and perceived personal and professional growth. (Contains 4 tables.)