In this paper I argue that online intercultural interaction and exchange remains a relatively peripheral "add-on" activity in most foreign language classrooms. In its current state, it is yet to be considered an integral part of curricular activity and it does not yet form a significant part of high stakes assessment procedures. Against this background, it is becoming increasingly difficult for educators to justify to learners the value of their online work. I present here an overview of what online intercultural exchange involves and discuss what have been its contributions to foreign language education. I then present findings from a survey of telecollaborative practices and discuss why this activity has yet to become a "normalised" part of foreign language learning.