Telecollaboration in the language classroom promotes both second-language development and Intercultural Communicative Competence (ICC). However, previous research identified its potential limitations, including instances of failure, misunderstanding, tension, and a reluctance to participate. The current study contributes to emerging literature concerning the role of prior pedagogical mentoring in supporting learner interaction during telecollaborative exchanges by examining the online interactions of English as a Foreign Language (EFL) learners. A total of 38 undergraduate students from Kuwait and Colombia participated in pedagogical mentoring before engaging in an eight-week series of online activities. The students' online discussions are analysed herein using a content analysis framework triangulated with their responses to a post-questionnaire. The findings reveal the students engage in various socio-affective and cognitive interactional behaviours that correspond to Byram's (1997) ICC framework. The micro-level analysis of the students' interaction and post-questionnaire demonstrates that most of these interactional behaviours correlate with descriptors pertaining to aspects of attitudes (curiosity and openness) and knowledge. Instances of the skills of discovery and interaction are also observed when the students engage with religious and socially related topics. The study concludes that prior pedagogical mentoring is beneficial for equipping learners with essential skills, including the collaborative skills that are an indispensable prerequisite for effective participation in telecollaborative exchanges.