This study contributes to the growing body of research on telecollaboration in Asia-Pacific contexts. Grounded in experiential learning, the goal of this Hong Kong-U.S. project is to promote autonomy in undergraduate education in the Hong Kong context. Participants include 55 undergraduate English majors at a public research university in Hong Kong who engage via social media with 19 undergraduate professional writing students at a private research institution in the U.S. The author explores Hong Kong learners' autonomy as reflected in their prior experiences and expectations, task engagement in online interactions, and their reflections on motivation regarding team collaboration and satisfaction with final project outcomes. Data triangulation entails a pre-questionnaire, Facebook posts, task reflections, and a post-questionnaire. Findings indicate that most students had prior experience with Facebook which resulted in positive feedback; yet, some students also saw the technical limitations when communicating within a larger group. Moreover, experience regarding teamwork was mixed -- as were results from the Hong Kong and Hong Kong-U.S. collaborations. The author discusses motivational reasons and if and how the telecollaboration aided Hong Kong learners' ability to reflect and structure their own learning in light of curricular assignment and assessment requirements. [For the complete volume, "Language Education in Digital Spaces: Perspectives on Autonomy and Interaction. Educational Linguistics. Volume 52," see ED660763.]