Purpose: The purpose of this paper is to investigate the effects of online intercultural exchange (OIE) to mediate a cross-cultural project with pre-service teachers in two countries. Design/methodology/approach: Using a population of convenience, students from one American and one German university were assigned to mixed multi-cultural project groups and collaborated outside of class to address the importance of diversity in education; two weeks later, students met face-to-face as a large group and discussed their findings. All students completed pre- and post-surveys to assess cultural preconceptions, pedagogical beliefs regarding technology-mediated instruction and globalization. Findings: Pre- and post-surveys and reflective essays indicated that OIE reduced concerns before meeting face-to-face and the process successfully facilitated a deeper understanding of cultural diversity in education. Research limitations/implications: Generalizing results given the limited time frame of OIE and face-to-face interactions to other populations is cautioned. Future research should investigate extended interactions. Originality/value: These results suggest the value of OIE with these pre-service teachers as an integrated method for teaching language and culture, broadening understanding of cultural diversity, and promoting familiarity in culturally diverse settings prior to an international field experience.