When considering a project that involves international travel, diverse resources, and underserved, remote populations, feasibility becomes a huge issue. We were blessed in being able to identify several financial backers to support out project and partners to ensure continuation of programming after our initial intervention.  Additionally, identifying community partners in our target communities was essential to our success, as they introduced us to our priority populations and connected us through immersive experiences. When developing our educational curriculum, we divided planners into several groups with each group responsible for one aspect of the curriculum. We ensured that all aspects of the curriculum with written in a format that children aged 5 to 12 years would be able to understand.  We then translated these materials into Spanish.  For quality control, we shared all materials with faculty of Edward Via College of Osteopathic Medicine and Virginia Polytechnic Institute to ensure that materials were age appropriate and that our translations were sufficient for immersive communication.