This case study explored the impact of a combined course and study abroad program for first-year students from the College of Food, Agricultural, and Environmental Sciences (CFAES). The program employed Roberts’ and Jones experiential framework to enhance students’ overall experience and learning when partaking in a study abroad experience. Students engaged in reflective activities before, during, and after the study abroad experience through purposeful directed journaling and guided group discussions. To assess the impact of this program, journal entries were qualitatively analyzed using in-vivo coding to identify key themes that emerged at different stages of the program. Themes that emerged before the experience included perceptions of poverty and reflections on how the student might deal with novel and/or uncomfortable experiences. During the experience, students detailed their first reactions, homestay experiences, and the experiences of agricultural site visits. These entries often invoked discussions from before the experience. After the experience, themes included the impact the trip had on each student and the challenge of sharing the experience with loved ones back home. We conclude by suggesting additional steps to enhance students’ continued learning.