Most educators agree that the global challenges of the 21 st century require that college students obtain an education with broad economic, cultural, and technological knowledge about the world and its people. Additionally, contemporary college students will require wide-ranging skills in critical thinking, analysis, problem solving, and communication for a successful future. One way that colleges and universities are meeting the challenge of educating global citizens is through study abroad programs. The purpose of this study was to investigate the effects of a study abroad experience on student cognitive and affective learning. Using a mixed method design, this study investigated quantitatively if graduating seniors (N=1,125) at a major private institution in the Midwest reported higher levels of cognitive and affective learning than graduating seniors who did not study abroad. Specifically, this component of the study investigated whether these college students reported higher levels of personal, ethical, and intellectual growth and increased appreciation for cultural diversity than their peers who did not study abroad. In addition, a qualitative component of the study was designed to explain what might account for any cognitive and affective growth among study abroad students. Seniors who participated in a study abroad experience were interviewed to explore their perceptions of the value of this experience. Although survey data from the quantitative component was significant for intellectual growth only, interviewed students perceived increased growth in all areas except for ethics. The results offered strong evidence that this study abroad opportunity provided a "life changing" experience, and was beneficial in students' personal and intellectual growth and in their appreciation for diversity. In addition, the results demonstrated the importance of utilizing study abroad education as one component to develop students who will meet the global challenges of this century.