The "NCSSFL-ACTFL Can-Do Statements for Intercultural Communication" (2017) task educators with helping students better recognize "obviously inappropriate behaviors in familiar everyday situations" (p.15), yet today's L2 classroom rarely includes pragmatic speech acts in curriculum, especially with regard to online language learning. To this end, in the fall 2018 semester at two community colleges, intercultural/pragmatic lessons on invitation sequences were implemented in both online and on-ground Spanish One classes involving both written and spoken conversations with native speakers as to determine if pragmatics can be acquired online. Control groups were also established. Preliminary data suggest that online students can acquire pragmatic competence thanks to online interventions; however, more complex intercultural strategies may require more exposure to the language or on-ground components. Methodology, lessons, and pedagogical implications are included.