This study reports on intercultural learning during telecollaboration from the perspective of student participants in a five-country online teacher education partnership. The student perspectives reported here were drawn from one intact class in the partnership, five students who completed this partnership as part of a sociolinguistics course in a secondary school English teacher education program in Sweden. Offline, the telecollaboration served as a discussion point for course themes and as data for a study on a sociolinguistic topic carried out by each student. Findings revealed intercultural learning occurred in three situations: as a result of in-class conflict during discussion of the telecollaboration, through analysis of interactional styles found in the online discussion posts for the sociolinguistics study, and through online discussion with peers in other countries regarding educational practices. [For the complete volume, see ED571330.]