In this exploratory study, the authors introduced an interculturally enriched collaboration script (IECS) for working in culturally diverse groups within a computer-supported collaborative learning (CSCL) environment and then assessed student online collaborative behaviour, learning performance and experiences. The question was if and how these variables differed for the groups that used an IECS versus groups that used a general collaboration script (CS) that did not include intercultural elements. Using a web conferencing tool, 47 students from a university in Ukraine and a university in the Netherlands worked together in groups to develop project plans on an environmental problem. The groups in the IECS condition showed a higher frequency of so-called contributing behaviour but a lower frequency of planning behaviour, seeking input and social interaction than the groups in the CS condition. The IECS groups also produced better project plans than the CS groups. Future study using a similar experimental set-up but with larger samples is recommended to see if the present results can be replicated.