This article examines the construction of an intercultural critical literacy practice in a Web-based discussion forum as one way to globalize interpretive practices within the English classroom. English education students in the United States and Sweden discussed a short story over a period of three weeks. The analysis of the students' postings identified five patterns of an intercultural critical literacy practice in which global readers identify and critique the cultural values and beliefs they use to interpret texts and understand their own lives. Knowledge of the characteristics of an intercultural critical literacy practice can assist English educators in the construction of similar global interactions and critical practices with their students. (Contains 1 table.)