This study examines the effect of a virtual exchange experience on the intercultural competence of college students from the United States and MENA (Middle East and North Africa) region. Archival data from the Stevens Initiative was used to test whether 70 students from the United States and 72 students from Iraq and Jordan gained intercultural competence upon completion of a virtual exchange program known as the Global Solutions Sustainability Challenge. Intercultural competence was measured using the variables of cross-cultural collaboration, ethnocentrism, problem solving, perspective taking, and empathy. Results showed a significant increase in cross-cultural collaboration and decrease in ethnocentrism for MENA students. There was a significant increase in problem solving for U.S. students. Contrary to expectations, perspective taking declined for both groups of students and there were no changes in empathy. Overall, the results show support for the effectiveness of virtual exchange on improving the intercultural competence of college students. In light of challenges to international travel due to COVID 19 and the high cost of study abroad, virtual exchange is a viable and creative alternative for developing intercultural competence. [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.]