The increasingly interconnected world and the demands for internationally educated graduates have had a major impact on higher education and have catalyzed the trend of short-term studies abroad. Differences in the program design- like duration, involvement in cultural integration, support groups and other features- may have varying implications on student learning outcomes. This study aims to analyze the influence of the program design in the adjustment experience of the students from the Iacocca Global Village 2018 edition. A qualitative case study design was chosen and fifteen semi-structured interviews with 19 open-ended questions were conducted followed by thematic analysis. Findings show there is a need for intentional pedagogy focused on intercultural outcomes supported by: (a) ongoing mentoring, (b) mandatory involvement in cultural integration and support groups, (c) pressure for real work and accountability as a prerequisite to leave the comfort zone and foster intercultural encounters and (d) that alumni networks can contribute to keep the sense of belonging developed in the program.