The purpose of this phenomenological study was to discover how a virtual learning project affects the global readiness and reading attitude in a third-grade classroom. For this study, global readiness for elementary students was defined as a global citizen who can work in a global society through multiliteracies. The research question that guided this phenomenological study was: Does a virtual learning project have an impact on students' global readiness. The sub-question for this study was: How does a virtual learning project impact students' reading attitude? Participants in the study included 22 third grade students from one elementary school in the United States. Participants in this study collaborated over shared reading with classes in Egypt, India, and Canada. The researcher conducted interviews following a guided protocol. The interviews were transcribed then the transcripts were coded to identify emergent themes. The students who participated in the study responded positively towards the virtual learning project. The findings of this study indicated adding a virtual learning project to the curriculum impacted students' interest in other countries and reading attitude. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]