Undergraduate students in agriculture must have an appreciation for global issues. Imparting a global perspective on students aims to help those in agricultural disciplines to form a link between production and the consumer. Currently, 37% of undergraduate students in the Purdue College of Agriculture participate in at least one international experience during college. The selection of programs available to students varies substantially in design and academic rigor. International exposure does not necessarily equate to learning, and program leaders may struggle to overcome the “tourist vacation” factor while abroad. Therefore, the objective of this presentation is to discuss the selection and assessment of active learning strategies best used to facilitate learning in study abroad programming. Study abroad participation is considered a high-impact practice. However, program leaders must facilitate student development with carefully planned learning activities to maximize student benefits. Selected activities must align with specific program learning objectives that challenge students to become global learners through a structured framework created by the instructor. Examples of active learning strategies include blogging, group projects, reflection assignments, and journaling. Proper assessment is critical to gaining evidence of each assignment’s effectiveness in developing a global learner. Predefined rubrics, such as those available from the Association of American Colleges & Universities, provide guidance for assessing competencies, such as student’s global world-view development. Developing study abroad programming that facilitates growth in students’ intercultural competence is critical as the world continues to globalize. The ability for undergraduates to participate in well-designed study abroad experiences is a necessary component for the development of future leaders in the global agricultural industries.