The purpose of this qualitative interpretive study was to explore how 43 educators from Ecuador made meaning of a nine-month international continuing professional education (CPE) program at a higher education institution in the United States. Often categorized generally as study abroad, international CPE encompasses unique modalities focusing on adult learners who are professionals in fields such as medicine, law, and education. Participant-constructed concept maps at three different points during the program and semi-structured interviews were analyzed to understand how educators made meaning of their international CPE experience. The findings suggest that educators made meaning of experiences through three main themes: trying to connect to the future application, relating to professional identity, and processing intragroup differences in a "cultural bubble." The findings suggest that creating new approaches focusing on cohort learning, multiple professions, and program structures may expand innovations in international CPE programs. In addition, stakeholder power and influence should be examined for ethical dimensions of program planning. The findings can inform instruction and administration in similar cross-border CPE programs to meet the needs of adult learners and stakeholders.