This study explores the barriers associated with teachers implementing information and communication technology-assisted collaborative project-based learning (ICTCPrjBL) as a classroom teaching methodology with students. We used a Web-based Delphi method to engage experienced educators in anonymous consensus building consisting of three rounds of surveys. The Round 1 analysis yielded 51 barriers. The Round 2 analysis produced descriptive statistics (range, mean, and standard deviation) on the importance of each barrier. The Round 3 analysis confirmed 16 out of the 51 (31.4%) barriers as "moderately significant" to "very significant" to implementing ICTCPrjBL. Important contributions of this study include: (a) identification of barriers to implementing ICTCPrjBL that can inform the literature and promote greater utilization throughout the educational community and (b) a cross comparison of barriers between North America, Eastern Europe, and Africa to examine regional differences.