Colleges and universities, including those in the United States, have long recognized and valued internationalization of curricula, in which international, intercultural, or global dimensions are integrated into programs (Gay, 2018; Knight, 2008). Students develop both academic and non-academic skills related to cultural competence, communication, and collaboration (Haughton, 2018; Haughton & Schödl, 2020; Mansilla & Jackson, 2011). Existing challenges related to resources, travel logistics, and geopolitical problems (Altbach & de Wit, 2018; Jiang & Carpenter, 2013) and exacerbated by the Covid-19 pandemic, have interrupted and even suspended many traditional study abroad programs. Therefore, access to more non-traditional and flexible options that require shorter travel time and “at-home” non-travel experiences might re-engage students and increase participation. This is especially important in fields of study with historically low participation such as Education [(Institute of International Education (IIE), nd]. American pre-service teacher (PST) preparation includes a grounding in pedagogical and assessment practices including issues related to equity, 21st century technology, and cross-cultural competences in instructional planning, delivery, and assessment. Participation in international cross-cultural contexts further supports development in these critical areas (Malewski, Sharma, & Phillion, 2012; NCES, 2021; Soria & Trosi, 2014). This paper describes two non-traditional study abroad experiences that were interrupted by political events and Covid-19. Strategies and implications for re-establishing each program will be offered and discussed.