Since 2003, a collaborative teaching project 'The Multicultural Society in the Netherlands' has been running with increasing levels of success. This project links Dutch Studies students at Sheffield with students at University College London to pursue a collaborative inquiry into issues of migration and multiculturalism. Cross-institutional student groups use a Virtual Learning Environment to prepare a joint report, including a number of statements for discussion. The project culminates in a videoconference, where each group chairs a discussion based on their background reading, reports, and statements. This paper aims to share the experience gained in inquiry-based learning in an inter-institutional project that uses technology to facilitate collaboration. It shows not only some of the advantages of a project like this, but it also highlights the need for thorough student preparation, effective tutor moderation and a well organised, aligned inter-institutional learning context.