This study examines whether and how online discussions used in learning situations help to develop interactive intercultural communication. Undergraduate university students in the US, Taiwan, and Israel engaged in an online discussion about gender stereotypes. This study examines their perceptions of the interactions. There were 31 undergraduate participants from the US, 119 participants from Taiwan, and 28 participants from Israel. The study compares pre- and post-assignment questionnaires with a mixture of scaled responses and short narrative responses to determine the participants' perceptions of the assignment as a learning activity and as interactive intercultural communication. The analysis identifies and evaluates technical, logistical, and linguistic issues which can be used to refine this assignment to better meet the goal of developing interactive intercultural communication.