In this article, the authors use Bleicher's (2006) conceptualization of "Bildung" as a very individual and never-ending process of critically assessing knowledge as they seek to recast the boundaries of a study abroad experience to include it as a high-impact, transformative exercise for faculty. Autoethnography and personal narratives were used (Denzin, Lincoln, & Rolling, 2006; Ellis & Bochner, 2006) as the mode of inquiry, in which the authors lay bare the authentic and genuine examination of their lived experiences. Getting to know the details of their individual study abroad experiences allowed the authors to frame and re/frame their own dreams, dilemmas, and choices. These reflections provide insight into how study abroad can be leveraged as a high-impact practice for faculty transformation. This line of inquiry is largely absent from the literature, but this article may be a starting point for further research and, hopefully, the establishment of using study abroad as a high-impact practice for faculty development.