This article begins with the question: "Why is study abroad focused on discrete locations and stasis when human history is characterized by movement, flows, and connectivity?" The answer to that question can be found in the original purposes of study abroad in addition to the historical and epistemological context in which these programs emerged. The article then explores the limitations of discrete-location study abroad programs and provides alternatives that focus on the flow of people and ideas across borders and the connections between cultures. By focusing study abroad courses on the fact that human communities are mutually constitutive, I argue that students may better understand many of the current challenges facing the international community. Furthermore, the approaches outlined in the sample courses featured here can help to foster empathy and meet other cultural competency goals by the nature of the subject matter that puts connection and flow at the center.