The article documents a two-year interpretive case study of fourth through sixth grade students engaged in a problem-based telecollaboration exchange between classrooms in Laramie, Wyoming, and Monteverde, Costa Rica. Problem-based learning was viewed in concert with a constructivist perspective to guide examination of global issues. The investigation of participants in sites that were separated by nation, language, and culture informed a framework for problem-based learning collectively across international boundaries. Issues of access to computer mediated technology in a world context and the importance of an agreed upon language of communication were also examined.