Educational and cultural dimensions of transnational academic exchanges, such as student exchanges, double degree programs, and internships, have been researched, but the romantic dimensions are almost overlooked, especially qualitatively, while it is documented that one-quarter of the students on Erasmus exchange scheme met their long-term partner during their studies abroad. Updating the major exchange program Erasmus+ with 15 million students in 36 years since its inception in 1987 confirms continued relevance of this phenomenon. This chapter explores love, with focus on formation of intimate relations in academic exchanges in European settings. The method is case studies drawn from two research projects based in Denmark: the first is about ethnically intermarried couples published in 2015 and the second is about living apart together transnationally (LATT) couples from 2024, moving beyond “methodological nationalism and conjugalism.” The theoretical framework is cultural psychological combined with intersectionality, psychodynamic conceptualizations such as “emotional reflexivity,” and the intersubjective concept of the “shared third.” Moreover, aspects related to figuring out criteria of the exchange situation abroad, which underpin explaining the high rate of long-term relationships while studying abroad, are included. To understand this phenomenon, we use a model that can provide a possible path to understanding the psychodynamics behind it. The two case studies are drawn from empirical research with 8 couples in the first study and 20 couples in the second. The narratives are thematically analyzed, whereas two themes regarding participants’ motivation for establishing relationship despite differences and long-turn sustaining of the relationship are described in the chapter. The findings nuance the phenomenon of love in academic exchanges, invoking concepts such as educational homogamy, balancing independence and togetherness, and diversities of connectivities intersecting social media and intimacies. We also consider the support and rejection of these couples’ love dynamics by the “significant other,” experiences of exclusion, and considerations of the concept of emotional availability and the “common third” by Benjamin through which a so-called corrective experience can be co-created. Lastly, “good practices” for promoting the mental health and well-being of academic exchange couples are delineated along with suggestions for relevant services for those experiencing psychosocial problems.