This article describes an undergraduate course assignment that required 134 students in 52 student teams from three universities, two in the United States and one in the Czech Republic, to write, exchange, and give constructive feedback on a student-written strategic management or international business case and its accompanying teaching note. The article describes not only the overall process of the cross-institutional exchange but also the challenges that students and faculty experienced during the exchange itself. In addition, the article presents both faculty and student perspectives on the learning benefits derived from the complete assignment. Although various aspects of the assignment may have been tried before, the authors consider the case writing assignment's undergraduate focus and its cross-institution peer feedback plan to be the innovative aspects of this learning experiment. (Contains 14 tables.)