Student interactive exchanges with native speakers of a target language may increase learners' self-confidence, production, and oral comprehension in the target language, as well as students' intercultural communicative competence (ICC). One approach to interactive exchanges is video-conferencing (VC). This article discusses three experiences with the use of interactive exchanges with native speakers using video-conferencing tools in target language acquisition in higher education. It outlines how to include VC into the world language curriculum and assesses its benefits and challenges. Additionally, it argues that innovative use of technology adheres to the "World-Readiness Standards for Learning Languages" (W-RSLL, National Standards in Foreign Language Education Project [NSFLEP], 2015), in that it seeks to improve students' communicative and interpersonal skills, intercultural awareness, and linguistic competence. Video-conferencing tools accomplish this by mimicking the immersion experience. Interactive exchanges can expose students to the cultural values associated with the countries or regions of the target language and therefore help them negotiate meaning and process material discussed in class. Using these tools as a supplement to the communicative classroom reinforces the notion that language and culture are not mutually exclusive, but interdependent. The multiple benefits of using VC tools for interactive exchanges with native speakers outweigh the challenges--they are effective pedagogical tools, provided that specific goals and concrete tasks are assigned.