Abstract
Schools of social work are increasingly offering study abroad courses as a strategy for enhancing future practitioners' knowledge and skills in serving individuals and families of diverse sociocultural backgrounds. Literature relative to such educational initiatives has focused on the characteristics, motivations, and outcomes for students and faculty; challenges and strategies to address them; different formats of course delivery; and, to a limited degree, faculty who develop and implement the courses. Using a study abroad course about understanding trauma in cultural context, the current article discusses and illustrates pedagogic and logistic benefits of the citizen of two worlds model in faculty leadership of study abroad courses.