New technologies are increasingly becoming a component of education, as computers are integrated into both students' lives and as a teacher's tool of management and teaching. At the same time, constructivist learning theories have had extensive effects at the level of learning paradigms and in prescribed education goals. Yet there are worrying gaps between theory and practice, especially in the use of the Internet and language teaching. Among the many possible roles of the Internet, there is the obvious appeal of direct linkage to the target language by way of collaboration amongst international language learners. However, as with any pedagogical resource, a close and critical look at the potential of the Internet for implementing a constructivist-based learning environment is imperative. This article, based on the results of an international telecollaborative project between six countries, addresses the reality that there must be more emphasis on raising teachers' awareness and knowledge about online educational project management, rather than simply focusing on basic ICT training in the foreign language classroom. The article delineates practical considerations for setting up and then managing online language learning projects, with the focus being on the teachers' role in the overall process of socially embedded, shared learning. (Contains 4 notes.)