Study abroad's purpose, once conceived primarily as a means for acquiring knowledge in a content area as well as language acquisition, began in the 1980s to be considered a vehicle for helping American students become less "parochial" and better prepared to live and work in a globalized world. To achieve these goals, students must be able to acquire content knowledge, develop interculturally, and learn experientially. As well, consistent with the reflection stage in the experiential learning cycle, they need to be able to communicate (verbally, non-verbally) in country, and express what they have learned both during and after the study abroad experience. Beloit College has sought to involve faculty in study abroad since its formal establishment at the College in 1960. For a number of years, faculty development around study abroad at Beloit College consisted of membership in oversight and selection committees, visits to study abroad sites, the occasional faculty member accompanying students to a study abroad site to serve as an advisor, and participation in faculty development seminars offered by study abroad providers. Early in the current century, however, faculty began convening in ad-hoc groups with the director of international education to discuss ways to strengthen study abroad learning outcomes. In this article, the author describes faculty development activities and a workshop that was held on the Beloit College campus in June 2005. The 2005 workshop in Beloit allowed participants to experiment with different kind of exercises, (mental mapping, walking, observing, taking photos) as well as read and discuss texts--scholarly, literary, journalistic--to give them concrete and abstract approaches to thinking about study abroad and the city.