This study examined the consequences of establishing e-mail communication between two classes in different schools: a fifth grade of children with hearing difficulties and a fourth grade of children without hearing difficulties. The arrangement provided an opportunity for children to interact with peers whom they would not normally meet at school. Relying on material from their own social studies curriculum, pairs of children exchanged information in a structured fashion. This allowed children to assume the role of both teacher/resource and learner and to develop potential friendships in an ongoing correspondence. Results indicated that successful implementation requires significant teacher intervention by integrating the program with the existing curriculum. One unexpected but important effect of this bridge between schools was the exposure of participating teachers to school cultures distinct from their own, particularly in regard to differences in teaching methods. This can lead to a reassessment of values and curriculum needs. (Author)