For ethnomusicologists, study away and study abroad programs may seem to dovetail naturally with our fieldwork, training, and expertise. But the logistics of traveling with a dozen or more students can appear daunting. In this roundtable, panelists share their experiences planning, organizing, and teaching in study away/abroad programs. Decisions about site location, preparation, accommodations, finances, local partnerships, student selection, and travel arrangements set the tone for the entire program. Upon arrival, faculty often have responsibilities beyond their on-campus roles, serving as budget managers, counselors, dorm parents, emergency responders, and travel guides. In the compressed timeframe, resilience and adaptability is key. The rewards are clear: faculty build lasting relationships with students in a more intimate setting; students learn more deeply and quickly in the focused, intense environment; and all gain a deeper appreciation for the program’s topic when participating, observing, and studying in situ. Panelist 1 has students discover Chicago’s public programming and vibrant summer festival calendar. Panelist 2, who lives in Chicago and teaches in Panelist 1’s study away program, utilizes professional contacts to help the city’s musical life come alive for students. Panelist 3 brings students to Uganda to study performing arts alongside local partners. Panelist 4 travels with students to Morocco where they study sacred sounds in diverse faith traditions. Panelist 5, who has taken students to Ireland 10 times over 30 years, will discuss the process of extensive preparation, working closely with a local institute, and engaging students in a reflective essay upon their return.