This narrative study explored the strategies used by faculty to integrate intercultural learning into education abroad courses. The study shared the reflections of ten faculty members who taught undergraduate courses in faculty-led education abroad programs. The research revealed five design principles that help faculty members create education abroad courses that support the development of intercultural competence. The principles included balancing serendipity and intentionality, increasing interdisciplinarity, effective scheduling and prioritization, ongoing course adaptation, and developing a framework to support intercultural learning. These findings were informed by the current body of literature and Dewey's theory of experience. The knowledge generated from this research serves as a starting point for creating resources and training programs that help faculty develop courses that foster intercultural competence. [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.]