Classrooms no longer mean a room full of students, sitting on school desks, while listening intently to an instructor lecture before them. Technology has long changed that view of education. Videoconferencing and 3D Virtual Reality (VR) are discussed in the first section of the paper with emphasis on application for educational purposes. Relevant definitions, history, state of the art and potential for future use are touched. Then, three case studies from the Czech Republic are briefly presented. Two of them are ongoing joint projects of seven different institutions applying videoconferencing and Virtual Reality in English language courses for adults. More than 300 students from two regions of the Czech Republic, mostly working professionals, are benefiting from the trials of the newly created courses. The third case study is a successfully finished project organized by two institutions for several hundred students at six elementary schools. Language tutors working directly from the Philippines were conducting videoconference sessions for small groups of students. The potential of the Information and Communications Technology (ICT) together with cultural difference between the tutors and the students were notably exploited in the methodical materials created for the project in order to motivate students and to assist them to gain not only the communicative competence, but also additional skills required by the curricular reform. A summary of information on data collected through a questionnaire during the project follows, showing the level of acceptance of the method and perceived benefits among the involved students. Finally, a specific research question, whether involving foreign tutors through online tutoring is less suitable for lower grades (grades four and five, with students aged ten to eleven who just started learning the English language) than for higher grades based on their subjective perception, is analyzed.