This article shares qualitative analysis of online discussion threads between student teachers in seven countries. The student teachers engagedtogether online to share intercultural perspectives and experiences on arange of topics of relevance to education systems, policy, teacher education, and childhood. In 2017, participating countries were: Australia, Bulgaria, Germany, Japan, Spain, Sweden, and the USA. Through theprocess of discussing and documenting diverse cultural and educationalpractices – for example the age children start school, the involvement ofparents in education, uniforms, daily routines, inclusion, and technology– student teachers reflected on values, beliefs, traditions and aspirations.Findings relate to intercultural communication and intercultural praxis.Thematic analysis of 675 posts identified a range of open and closed discourses, and three intercultural positions. The conclusion of the study isthat online engagement provides a sustainable and accessible strategyto enrich interculturality in teacher education.