This study addresses the accessibility challenges faced by underrepresented students in international education, primarily focused on study abroad programs at the higher education level. Systemic barriers in place often hinder these students from participation in study abroad programming due to costs, academic, familial, or other reasons. The aim of this study was to evaluate one program option that appears to reduce accessibility barriers for students and analyze if certain elements within it are able to be imitated by other institutions to more collectively improve study abroad accessibility throughout the field. This qualitative case study uses Miami University's John E. Dolibois European Center in Luxembourg, known as MUDEC, as a case study for a program model that could be used to break down accessibility barriers in study abroad. Through in-depth interviews, assessments, and surveys with current MUDEC students and alumni, this study identifies key factors contributing to MUDEC's success in promoting inclusivity. This study concludes that MUDEC not only provides increased access but also indicates that participants' self-reported gains in personal and professional skills, including cultural competency and adaptability, lead to personal growth and increased employability post-study abroad. This challenges the status quo in international education and demonstrates the importance of reducing access barriers so more students can benefit from the gains present in a term abroad. The findings outline that MUDEC does successfully mitigate barriers to participation through its cost structure and intentional programming decisions. Notably, the program's tuition model aligns costs with those of the home campus, including the portability of scholarships and financial aid, significantly reduces financial obstacles. Furthermore, MUDEC's implementation of academic cohorts exemplifies an effective strategy to engage students who might otherwise not consider international education due to academic limitations. Suggestions are outlined for elements within the MUDEC program that can be implemented by other institutions to increase accessibility, but also highlighting areas of opportunity to continue seeking progress to reduce inequities in participation rates. Recommendations for broader application of these findings across other institutions are discussed to enhance accessibility in global learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]