This qualitative study investigates learners' experiences in online international collaborative environments using both asynchronous and synchronous communication methods. Specifically, it focuses on the rewards, shortcomings, and difficulties learners encountered through posing critical questions about the nature of collaboration forms. Eight graduate interview participants completed two separate instructional technology courses, and an interpretive qualitative approach was used to deepen the understanding of the interview responses. The findings suggest a few key themes, primarily positive in nature, about the use of online international collaboration tools. While asynchronous communication platforms help to enhance, enrich, and expand course content, media-rich synchronous communication platforms allow learners to have a more significant sense of social presence, encouraging them to be more actively engaged in the learning environment. Synchronous communication platforms also help to enhance intercultural understanding and develop non-verbal communication skills. In addition to commentary about communication platforms, the participants expressed immense satisfaction with learning various skills (i.e., research and interpersonal skills, project planning, and digital literacy) in the international collaboration projects. Despite their success, the participants did encounter several challenges, most notably the incompatibility of their respective academic calendars. This is perhaps the most ubiquitous obstacle in the collegiate online collaborative learning environment.