The fact that Intercultural Communicative Competence (ICC) also includes historical consciousness is known, but this dimension of ICC has so far been largely unexplored. This article aims to show that virtual cooperation between universities from two different countries can promote not only ICC but also critical historical thinking. Using qualitative research methods, data sets from two different German-American collaborations were examined with regard to this question. The participants were preservice teachers. It was found that a change of perspective was valuable for gains in both ICC and historical consciousness.