AbstractAbstract: This paper reports on the problems and benefits of developing telecollaborative projects in Grades 1 to 3. While the use of telecollaborative learning has demonstrated benefits in helping students learn, teachers have been very reluctant to use this teaching strategy in their classrooms. This has been especially the case with younger students. The integration of such projects into an elementary classroom demonstrates that difficulties with technology were a primary obstacle. Teacher concern that the time required to complete projects would interfere with curriculum was also a major factor preventing the widespread use of telecollaborative learning. However, students did gain significant benefits from telecollaborative projects. Reluctant writers were more willing to participate. Language and math skills improved and student voices were heard. These skills became a real form of communication for the students.