This qualitative study investigated the following questions: (1) How quickly can first graders master basic e-mailing skills? (2) Does communicating through the Internet and e-mail provide motivation or incentive for children to read or write? (3) Will children write with specific conventions due to having an identifiable audience to whom they are writing throughout the activity? (4) What types of communication subjects will young emergent readers and writers choose to share with their peers? and (5) Do children's social skills begin to grow and expand as a result of using this form of communication? The study focused on five first grade and five fourth grade children. Primary data sources were observations, field notes, student and teacher interviews, and the students' e-mails. Findings in the following areas are discussed: beginning e-mail knowledge; e-mail topics; managing the software; word processing skills; ability to read the e-mail messages; e-mailing capabilities; the motivation of e-mail; changes in students' writing; technical difficulties; and classroom management. Reasons why the project was not successful are summarized, including classroom management, e-mailing, computer access, and word processing issues. Recommendations for making this a more successful activity are offered. (Contains 30 references.) (MES)