In the first section of this article, teacher Sarah Cress discusses the over-powering reality among younger generations who have been born into the social networking domain--little difference is seen between real-world identity and online identity. She suggests it is therefore crucial that more consideration be placed when taking into account how younger generations now equate these two means of existence. Considering her students' real-world and online-world needs to create a sense of community, as they strive to impress themselves and one another, Cress began to contemplate ways she could incorporate their desire for continuous connection within the art classroom space. Simultaneously, she wanted to help her students realize the similarities and differences between online and offline connectivity. As a community of learners, Cress and her students decided to begin their explorations by going back to the basics, in this case, the written word. They looked extensively at the history of letter writing. They then looked closely at postcard imagery, considering the regular practice of placing photographs to adorn social home pages. From those initial investigations and explorations stemmed the Artist Postcard project. Cress teamed up with her former cooperating teacher from her student teaching experience, Susan Gleason, and they planned their first exchange. Students would be tasked with designing postcards fabricated by their own artistic vision with the added inclusion of a personal note--a seemingly simple task that would take place every month, after which her students would respond to Cress' students' representations. Although students would experience this phenomenon of friend formation while in the real world and also online on a regular basis, it was this project that seemed to slow time, allowing students the opportunity to truly appreciate the act of forming a relationship. In this article, Cress observes four fascinating events that continued to occur after several months of postcard delivery.