The globalization of business, education, and other sectors has illuminated the need for institutions of higher education to prepare students to adapt, interact, and perform in culturally diverse environments (Arnett, 2002; Brislin & Yoshida, 1994; Elmuti et al., 2005; Williams et al., 2017). Utilizing the conceptual framework of Deardorff's (2006) Intercultural Competence Model (ICM), this qualitative case study explored undergraduate students' development of intercultural competence (IC) resulting from their participation in two different short-term study abroad programs (STSA) while enrolled at a specific U.S.-based university. Nine themes emerged that supported and enriched Deardorff's ICM. Findings provided a more holistic comprehension of IC by capturing students' own words, oral stories, descriptions, and feelings about their shared STSA experiences. Findings further identified students' perceptions of the role that varied pedagogy played in their development of IC through STSA.