Educators utilize videoconferencing services for a variety of purposes in their classrooms, including offering a means to connect and learn with people of different cultures, geographies, and experiences. However, there has been little research into how educators use videoconferencing in their classrooms. Drawing on technological pedagogical content knowledge (TPACK) and intercultural pedagogies, we report and analyze findings from a survey of 117 videoconferencing educators. These educators reported possibilities and challenges for using videoconferencing, particularly for intercultural experiences. We offer a framework for videoconferencing in education drawn from the wisdom of videoconferencing educators and consider implications future teaching and research.