Student and faculty evaluations of study abroad programs often reveal that participants do not fully capitalize on the learning opportunities of fered to them. Some students are not completely aware of the challenges that await them (Stephen son), seem to lack skills to analyze the complexities of their host country (Laubscher), and may seek refuge in fellow participants rather than face cul tural adjustment difficulties (Citron). It is also evi dent that study abroad programs are often not cre ated in a way that "takes students' [cultural] bag gage into serious consideration in program design" (Engle and Engle 33). Many programs do not maximize students' growth as culture and thus also language learners, as is sometimes falsely assumed and advertised. As Woolf writes, "proximity does not create integration" (30), nor does it guarantee deep interaction with the host culture. Therefore, a more holistic approach to study abroad is needed, one that creates a maximum immersion experi ence and couches it in student preparation and postprocessing in the home German language classroom. This article introduces instructors with an inter est in initiating a study abroad program, maybe for the first time, to some foundational concepts and practical guidelines. The authors specifically dis cuss three components that can make study abroad programs more effective: First, we offer a list of tips and resources for language instructors on how to integrate culture learning into the home classroom and thus support students in preparing for study abroad. Second, we provide some basic criteria for evaluating study abroad programs and offer sug gestions on how to create academically solid pro grams with opportunities for meaningful immer sion. Third, we offer ideas for guiding students in processing their experiences upon their return. Al though this article focuses on semesterand year long programs in German-speaking countries, much is applicable to study abroad programs of shorter duration and in other world locations.