Postsecondary institutions increasingly focus their efforts on internationalization, but foreign language faculty and language and literature departments are conspicuously absent from the great majority of these discussions (Knight 2006, Gerndt 2012). The emerging field of Business Language Studies (Doyle 2012) offers an important path to participating in these decisions and thus to helping shape the discussions about developing our students’ global and intercultural competencies. The purpose of this article is twofold. On the one hand, we will show how BLS aligns with recent pedagogical trends put forth by national associations (MLA, ACTFL, AAUC), underscoring the importance of showcasing its work not only within language departments, where it is often relegated a minor status, but on campus and in the larger community where students engage in project-based and community outreach work. On the other hand, we will demonstrate how deliberate BLS programming in the study abroad context provides a model of best practices that offers important opportunities for growing the field of BLS, and more importantly, gives students unprecedented access to the business world. A new study abroad program, Duke in Montreal, provides a case study for how to implement such a program.