With the proliferation of technological innovations, especially information and communication technologies, there is a rapidly increasing trend for universities to offer online courses (Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw, & Liu, 2006). Rationalized within the premises of cost and time efficiency, online education promises a new mode of teaching and learning by offering instant and unbound access and participation for students through expanded temporal and spatial opportunities. Many proprietary online courseware or course management systems (e.g., "Blackboard"), social courseware (e.g., Moodle, Sakai, etc.), and web tools and applications (e.g., social networking sites, blogs, and wikis) are in extensive use in colleges and universities to capture this new mode of teaching and learning, and frankly, to maintain the competitive edge that better address the poor economic conditions and marketability of the colleges and universities. The purpose of this study is to explore and examine the potential of delivering multicultural education, in particular, online. In this analysis, the authors deal with asynchronous discussions mediated by web-based technologies, including the proprietary "Blackboard" course management system and free Web 2.0, also known as social media. (Contains 2 notes.)