While many studies have documented the growth of second language abilities and intercultural knowledge as a result of participating in telecollaboration, research has not sufficiently investigated the development of content knowledge in this learning context. In response, this study explores content learning in a university-level, genre-based business German course. Two dyads and two triads of students conducted synchronous audiovisual interviews with Berlin-based entrepreneurs in order to expand upon their existing knowledge of German business culture. The study examines the extent to which L2 German learners were able to perform the genre 'oral interview' via synchronous computer-mediated communication (SCMC) and whether performance afforded learners the opportunity to: 1) display previously acquired content knowledge and 2) acquire new content knowledge. Discourse analysis of four hours of transcribed speech shows that all groups were able to navigate the generic stages of the oral interview. Furthermore, participants used both explicit and implicit means to refer to knowledge gained prior to the exchange and during the exchange. These results provide evidence that genre-based pedagogy can foster integrated content and language learning in SCMC-based telecollaboration by helping learners demonstrate attention, link existing knowledge to new knowledge, and create meaningful connections between different topical areas.