This study examines, through the lens of feminist pedagogy, the reflections of six educators on their teaching practices during and after an international virtual exchange (VE) project. The project involved facilitators in Belgium, Brazil, Japan, and Portugal. Thematic analysis of a focus group discussion and a nine-month email exchange revealed two key themes: "Navigating Contradictory Currents," focused on empowerment, control, and identity, and "Harboring Unity," which explored female bonding and the building of a virtual community. The findings highlight the balance between control and autonomy, and the importance of inclusive approaches, leadership and community building. The study highlights VE's challenges and benefits in promoting access and equity, aligning with SDG4. By integrating Wenger's community of practice framework, the project facilitated professional support networks and collaboration. These insights demonstrate the potential of feminist pedagogical practices to enhance virtual learning environments, fostering critical engagement, self-reflection, and mutual support for transformative educational experiences.