Student participation in short-term study abroad programs has increased at a rapid pace; however, little is known about students’ post–study abroad practices regarding negotiating meaning of their experiences. The purpose of this study is to explore students’ post–study abroad participation and reification of their experiences using the theoretical framework of communities of practice (Wenger, 1998). Findings from this study indicate that student learning is truncated by the practices students employed post–study abroad and the opportunities available to them to negotiate the meaning of their study abroad experiences. Recommendations include providing students with structured, programmatic opportunities and assistance in processing, articulating, and negotiating the meaning of their study abroad experiences.