Jeremey Stoddard's article in this issue, "Toward a Virtual Field Trip Model for the Social Studies," describes his analysis of the Colonial Williamsburg Electronic Field Trip and a conceptual model for developing meaningful and successful electronic or virtual field trips. In an effort to contextualize the Colonial Williamsburg Electronic Field Trip, extend the analysis, and provide a counterpoint to some of the findings, two Colonial Williamsburg staff members who worked on the Colonial Williamsburg Electronic Field Trip offer here responses to specific findings and claims in Stoddard's work. These responses are arranged sequentially below as they relate to Stoddard's article and are referenced and linked in Stoddard's paper. We invite additional feedback and dialogue.