Study abroad is recognized as a means to teach global citizenship to students, but little empirical research exists to support the notion. This qualitative research study details how a large, urban, public high school implemented a study abroad program to enrich its Advanced Placement World History course. The diverse school collaborated with a local community college to allow students to participate in a weeklong European study abroad exploring art, architecture, and historic sites. Student interviews demonstrate that study abroad, as a global education enrichment, extended comprehension and enriched classroom learning and could be integrated into many disciplines. Further, the study reveals the value of the program in meeting the needs of 21st century learners and their self-perceptions as members of the global society. The study provides insight for school leaders, study abroad coordinators, and teachers and suggests future research and study abroad implications for the field of global citizenship.