Colleges aim to increase global partnerships as well as student achievement, which has been linked to motivation and engagement. There is also an increasing demand from students for international programs (IPs) that prepare them as global citizens. This study aimed to compare student motivation for continuing college and student engagement in the classroom before and after an IP. Students who participated in a College of Agricultural, Food and Life Sciences IP between January 2018 and August 2018 were surveyed prior to, and two weeks, and three months post-program participation (n = 24). The instrument had 51 Likert-scale questions and nine demographic questions. The majority of respondents were female (83.3%, n = 20) and all grade classifications were represented. There was a significant decrease in intrinsic motivation from before-IP to three-months post-IP and two-weeks post-IP to three-months post-IP. There was also a significant decrease in emotional engagement from pre-IP to three-months post-IP and a significant decrease in skills engagement from two-weeks post IP. These data provide insight into the impacts of IPs on student motivation and engagement. Additional research is warranted to determine specific classroom techniques or post-IP practices that could combat the decreases in intrinsic motivation, skills engagement, and emotional engagement after an IP.