This paper presents data collected over a two-month period in summer 2021 from the Johns Organization (JO), a U.S.-based virtual exchange (VE) program that partners with South-West Asian and North African (SWANA) schools. The seven focus groups interviewed included VE scholars, JO staff, external VE evaluators, and SWANA-based JO staff. The research team's questions focused on the impact of VE for historically marginalized people. The findings indicate an absence of any discussion/assessment relating to racial/ethnic identity, religious identity, LGBTQ2+ students, or students with disabilities. Also, most VE was found to be U.S.-focused and driven through the use of English. Most VE exchange programs were driven by project-oriented goals relating to STEM, intercultural dialogue, or global and international affairs or the UN's Sustainable Development Goals. The major themes that emerged were: Sense of Belonging, Race/Diversity, English, U.S.-Centric Activities and Pedagogy, and Technology.