This case study uses an equity-focused research lens to accomplish two tasks using data from two North Carolina community colleges. First, it situates community college virtual exchange programming within a pre-existing program typology to explore the extent to which community college virtual exchange is included in current conversations in international education. Second, it examines the demographic characteristics of community college students who participate in virtual exchange and compares them to those of students who study abroad. The purpose of this second task was to identify the extent to which virtual exchange programs advance equitable access to international education at community colleges. Results indicate that community college virtual exchange programs are not fully represented in the program typology and that virtual exchange is more accessible to some demographic groups compared to others. These findings have clear implications for advancing equity in international education broadly, and at community colleges specifically.