It is hoped that the opportunity to engage in dialogue with fellow adult learners from different countries will enable adult learners and educators to become more globalised in their perspectives and to actively take their place in a global society. This article describes a study that explores how an asynchronous internet-based forum encourages emerging adult educators to broaden and deepen their global perspectives. In each of the years 2004, 2005 and 2006, for two weeks almost thirty different students and two professors affiliated in adult education programmes in universities in the United States and Germany participated in an international dialogue. Exchange Structure Analysis was used in analysing the international online forum. The findings for this study indicate (a) the exchange pattern overall and on particular topics; and (b) what topics were of interest to the adult learners. Finally, this study also reveals the particular role of the instructor in facilitating this type of exchange. Implications are suggested for curriculum developers and instructors who are interested in both course development and on-line course management that promotes such globalisation in the twenty-first century. Rapid advances in communication and transportation technologies strategically connect our lives in a global society; information exchange and expanding knowledge are prominent features. How are adult educators being prepared to work in such a transnational environment? Merriam, Courtenay, and Cervero (2006) argue that adult education needs to create space and listen to other voices, adopt a more critical stance, attend to policy, develop partnerships, and foster collective learning and action in order to become more globalised. (Contains 2 tables.)