The engineering profession is becoming increasingly global in its activities. Hence there is considerable pressure to encourage engineering students to gain some study abroad experience. At present a very small percentage of these students actually take this step to broaden their horizons. Even fewer students undertake visits to developing countries, which are fertile ground for solving engineering problems with limited resources. The Department of Agricultural and Biological Engineering at the University of Illinois has successfully implemented project-based study programs in both South Africa and India. In both cases, American and developing country students work in teams to seek engineering solutions to local problems. The purpose of this paper is to identify and assess learning outcomes from these programs as well as strategies for students to apply in a process of self-reflection and evaluation. Different processes are described, including some that were developed in collaboration with students. These processes can be adapted to be relevant to the context of the study abroad program location. While some details are common to both India and South Africa, there are some key differences between these developing countries that need to be accommodated in the outcomes assessment process.