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ABSTRACT  Utilizing a pretest/post-test design, this preliminary investigation explores the impact on participants of a short-term but intensive travel/study sojourn abroad. As part of an exchange program, the fifteen participating American high school students toured selected parts of France and were hosted by French families during the time in which they were enrolled at a lycée. Post-testing revealed significant positive gains in the listening and reading components of the MLA-Cooperative Tests as well as significant attitudinal changes toward French people and certain conditions in France. Equally important, there was evidence of an improved student self-concept following participation in the program.