The main purpose of this Naturalistic inquiry study is to explore four ethically diverse Web-based Computer Supported Collaborative Learning (CSCL) students' perceptions of and experiences in knowledge construction and group collaboration. Findings suggest that individual and group successes are interconnected and rely on successful negotiation and construction of shared knowledge among group members. While effective collaboration and knowledge construction among people of diverse backgrounds may be challenging, Web-based collaborative learning among similar populations may pose additional challenges than in face-to-face settings due to the absence or limited non-verbal communication cues. Educators interested in designing online courses for students of diverse backgrounds should not only consider the cognitive but also the social and cultural aspects of communication. Future studies should focus on exploring effective course design to facilitate both cognitive and social aspects of learning and to optimize individual as well as group learning. (Contains 11 references.) (Author/AEF)