Study abroad programs have been lauded for creating personal and academic growth for college students. Transformative travel is an emerging concept elevating typical travel experiences by emphasizing personal growth, self-discovery, and meaningful connections. This study measured perceptions among College of Agriculture study abroad students engaged in one of two agricultural study abroad programs. This study used the Transformative Travel Experiences Scale (TTES) with 25 questions measuring four constructs: (a) residents and culture, (b) self-assurance, (c) disorienting dilemmas, and (d) joy. To measure joy, the scale ranged from 1 (never) to 7 (everytime), and the scale for the other constructs ranged from 1 (strongly disagree) to 7 (strongly agree). Of the 26 respondents, 14 participated in Science, Education, and Extension Inside Greek Agriculture, and 12 were in the Ireland: Global Food Systems, Sustainable Agricultural Practices, and Culture. Both programs were coordinated by agricultural faculty working collaboratively with local partners, and both programs focused on agricultural production and global food systems. Most students (96%) reported high levels of transformation regarding cultural understanding from their interactions with local residents, self-assurance, and joy. Students reported that their interactions with residents helped them to better appreciate cultural diversities, including their personal reactions to these differences. Students reported gaining calmness, patience, and confidence – all markers of self-assurance. Likewise, students reported high levels of joy, indicative of transformative travel experiences. The disorienting dilemmas construct assesses reverse culture shock, a characteristic of transformation, after students return home. Not surprisingly, students did not report disorienting dilemmas as these were short, 14-day study abroad programs. The results signify how study abroad programs influence agricultural students, especially in terms of students' consciousness of people and culture. The key recommendation is to continue use of the TTES to measure and elevate students’ transformative learning in global food systems and culture.