This study investigates whether and how peer interaction through scaffolded asynchronous computer-mediated communication (CMC) aided teachers as they conducted course-related individual action research projects. Specifically, the study investigates the extent to which teachers' use of CMC facilitated their reflective consideration and use of alternative cultural perspectives to change their classroom practice. Study findings suggest that some teachers did in fact benefit from the use of CMC in this manner, although negative influences on teachers' use of CMC included technological complications, lack of time and conceptual energy, and some teachers' preference for face-to-face interactions. Implications of the findings for policy and practice are discussed, especially as they pertain to classroom contexts in which standardized testing and student cultural diversity are prominent.