Short-term international service-learning (ISL) programs foster transformative personal development through immersive and reflective experiences. Despite extensive research on self-efficacy and cultural awareness, the emotional and social dimensions of this transformation remain underexplored. This study examined the medium-term personal skill development outcomes of a six-week ISL program, guided by Transformative and Experiential Learning Theories. Data were collected from four cohorts over six years (2017–2022) using semi-structured interviews with 13 participants, purposefully selected for their transformative experiences. Verbatim transcripts were analyzed through In Vivo and deductive coding aligned with theoretical frameworks, and themes were refined through axial coding. Trustworthiness was ensured through member checking, peer debriefing, and analytic memos. Five themes emerged, representing emotional and social skill development: appreciation, gratitude, compassion, outgoingness, and validation. All participants reported appreciation and outgoingness, with gratitude expressed by 12 participants, validation by 11, and compassion by eight. Key outcomes included deeper cultural awareness, interpersonal connections, and enhanced communication and empathy. For example, one participant shared, “I attribute much of my life now to going on that trip.” The reflective and immersive nature of ISL fostered enduring impacts on participants’ emotional intelligence and social skills. This study underscores the transformative potential of ISL programs in shaping emotional and social skills. Extended reflection, authentic engagement, and stepping beyond comfort zones were critical to these personal transformations. Findings recommend further exploration of how mindfulness and adaptability practices during ISL experiences influence long-term personal growth, decision-making, and well-being.