The number of students choosing to study abroad has steadily increased over the past 25 years. Immediately prior to the COVID-19 global pandemic, 10.9% of all undergraduates in the US studied abroad at some point while pursuing their degree. This rapid expansion has largely been welcomed on college campuses due to globalization and the sense that such opportunities can be transformational for students. Consequently, there is interest among administrators, scholars, instructors, and policymakers to better understand the effects of study abroad on student learning and outcomes. While multiple studies have examined the effect of studying abroad on graduation rates, few have explored how that effect may vary across student populations. Given that students of color have been consistently underrepresented in study abroad programs, there is a gap in the literature assessing study abroad for students of color as a high-impact practice. This inquiry aimed to (a) advance a common research model proposed in the literature for assessing study abroad and (b) use this model specifically to measure the impact of studying abroad on graduation rates for historically underserved student populations.