The purpose of this exploratory case study is to describe efforts made to encourage reflection, interaction, and collaboration for educational innovation and professional growth in three contexts where interactive information and communication technology (ICT) was introduced. The study is framed in adult learning theory (Knowles, 1980; Merriam, 2001); face-to-face and virtual collaboration theory as conceptualized by Lawson (2003), Corrigan (2000), and Palloff & Pratt (2005); and team leadership, as reported by Kogler Hill (2004). Observational and archival data were collected and analyzed from a grounded theoretical perspective (Strauss & Corbin, 1990). The study derives perspectives on the utilization of ICT to encourage reflection-on-practice, interaction, and collaboration from which cross-institutional, cross-cultural, and binational teams can develop educational innovation and professional growth in higher and adult education. The following are appended: (1) Environmental and Human Factors that Contribute to Collaboration; and (2) Learner Centered Leadership Participants. [Power Point presentation included.]