One of the experiential pedagogical approaches that has repeatedly been found to be effective in promoting students have been shown to be effective in strengthening students’ multicultural competencies . In contrast to research using qualitative outcome measures, evaluations of these programs using more standardized instruments measuring multicultural competencies have not found significant results. The lack of significant findings for objective measures may suggest that existing instruments are not sensitive to the kinds of changes we expect as a result of an immersion experience. This article reviews the literature on what we know about the impact of international immersion programs. We also provide a few preliminary ideas about developing a scale to evaluate changes presumed to be present following such programs.