This chapter provides an overview of the field of Chinese language learning in study abroad contexts. It consists of three sections. The first section presents the major models and features of American university-run study abroad (SA) programs in mainland China. The major models hinge on the program’s length and content. The features are reflected in curriculum requirements, location, extracurricular activities, and program accommodations. Section two shares a review of theories and empirical studies that investigate the learning process and outcomes in Chinese SA contexts. Gaps between existing research studies and future research are identified. Section three discusses salient issues in curriculum design and pedagogy faced by various types of SA programs and provides practical guidance based on theories and empirical research results for administrators and educators to launch and ameliorate short or long-term SA programs. Both researchers and practitioners in the field of teaching Chinese as a foreign language in the U.S. can gain insights from this chapter.