This article applies a recently published indicator to various types of international education projects to measure their compliance with educational professionalism and international development law and also compares this indicator with the standards checklist currently in use by The Forum on Education Abroad. The tests and comparisons suggest that no existing standards hold international education to any real scrutiny, allowing many programs: 1) to degenerate into the equivalent of for-profit travel programs with little real educational content or intellectual challenge to students and 2) to promote colonialism rather than equity and development meeting international legal standards. The author shows how indicators can be extended to improve education abroad programs assessment on dimensions of professionalism and appropriate impact on developing countries under international law and also points to some of the many niches or gaps in education abroad that remain to be filled.