This dissertation seeks answers to perplexing questions: 1) Why don’t more students—particularly minority and other traditionally underserved students—participate in study abroad programming? 2) Does institutional culture play a role? In higher education, study abroad is almost universally perceived to be good for students. Research supports this view, as there are tangible and intangible benefits for students who study abroad during their college careers. While participation is up, it has not increased significantly—certainly not to the extent that one would expect given the way it has been prioritized. The majority of participants are still mostly white women. Despite making both internationalization and diversity strategic priorities and even major principles of their mission statements, colleges and universities have failed to raise study abroad participation among traditionally underserved students. I sought to understand the role of institutional culture in this shortcoming by conducting a single-case study of a large, public university. I interviewed administrators, faculty and staff, and reviewed promotional and informational materials from the Study Abroad office. I found that the institution’s culture, particularly if the institution emphasizes traditions centered on traditionally served students, can inhibit the program growth and diversity initiatives, even if those are made institutional priorities.