The purposes of this study were to identify the essential dimensions of intercultural communicative competence (ICC) and to establish a framework for assessing the ICC level of high school students that included a self-report inventory and scoring rubrics for online interaction in intercultural contexts. A total of 472 high school students from Taiwan and the United States completed the "Intercultural Communicative Competence Inventory" (ICCI), adapted from Fantini's YOGA inventory (2000, 2001), and 72 students were selected to join the "Learning of Intercultural Language over the Net" (LILON) project where they participated in structured intercultural learning activities facilitated through telecommunications technology. Statistical analyses confirmed that ICC is a composite of attitudes, skills, knowledge, awareness, and meta-awareness, which supported our proposed framework for online intercultural interactions. (Contains 5 figures and 10 tables.)