Arguing that electronic networking provides a medium which is qualitatively superior to the traditional classroom for conducting certain types of problem solving exercises, this paper details the Water Problem Solving Project, which was conducted on the InterCultural Learning Network in 1985 and 1986 with students from the United States, Mexico, Japan, and Israel. The paper begins by explaining the problem solving strategy used, which is referred to as receiver site transfer, and points out that it shifts the emphasis from attempts to brainstorm possible new solutions for a local problem to comparing and analyzing solutions to similar problems in other locations, and attempting to adapt those solutions to fit the local situation. Results obtained from analyses of the message interactions which occurred during the project are then presented for each of four analytical techniques, i.e., InterMessage analysis, Message Flow analysis, Message Act analysis, and Semantic Trace analysis. Network versus face-to-face interactions in the classroom are compared, and the advantages of using an electronic network as a medium for students to conduct problem solving activities are discussed. Several other types of projects that would be appropriate for the receiver site transfer technique are discussed, and three other problem-solving strategies that have been used in network-based activities are briefly described. The text is supplemented by four figures and one table, and a 14-item bibliography is provided. (EW)