Purpose: This study evaluated the impact and contributing factors of an exchange study abroad program between Southern Illinois University Carbondale (SIU-C) and the University of São Paulo (USP). The research aimed to identify barriers and facilitators to participation, assess students' self-reported personal and professional growth resulting from the program, and explore how study abroad experiences influence cultural competence among students in communication disorders and sciences. Method: A mixed-methods approach was employed. The first cohort of USP students visited SIU-C for a month in August 2022, followed by SIU-C students doing 2 weeks of online coursework and traveling to USP for a week in August 2023. Two electronic surveys were conducted: (a) a general survey for SIU-C students to identify barriers and facilitators for attending study abroad programs and (b) a targeted survey for exchange program participants to evaluate personal and professional development. Responses were analyzed using descriptive statistics, thematic analysis, and Pearson's chi-square tests to identify associations between demographic variables and participation factors. Results: Financial cost emerged as the primary barrier to participation in our exchange study abroad program. As for facilitators, participants with no prior study abroad experience placed greater importance on structured and planned experiences when deciding to participate (p = 0.01). Location (p = 0.003) and anticipated experiences (p = 0.002) also influenced decision making. Participants reported improvements in both personal and professional competencies, including enhanced cultural competence after their study abroad experience. Conclusions: The findings highlight the need for financial support mechanisms to make study abroad opportunities more accessible for students in our rural midsized university. Participation in our exchange program contributed to self-reported personal development, professional growth, and cultural awareness. This perceived growth may indicate increased cultural humility among future speech-language pathologists.