The ability of the Internet to serve as a bridge to cultural understanding relies in great part on issues related to accessibility. My focus in this article is on accessibility as it relates to providing individuals with the full capabilities of the Internet to facilitate a process of association and learning, which can alleviate many issues that arise with regard to intellectual access to Internet-related technologies. I propose that by designing for a process of personal exploration that truly taps into the ability of the Internet to store, send and receive information, a more experiential Internet system could emerge that would provide students and teachers with a powerful venue for learning about different cultures, while more fully meeting the goals of global accessibility. I discuss the importance of obtaining a cultural education, and hold up experiential learning models as evidence to support the value in our intellectual development of studying culture. I propose that the traits of active conversation, which allow ideas to be promoted, exchanged, and refined over time, can be used as a model for evaluating existing methods employed on the Internet. The model can also serve to develop and to evaluate new solutions. This study will also consider the variety of media tools available on the Internet as conduits of access and will explore how each of these, as "culture carriers," can empower the Internet to move beyond a static sender-receiver model of communication, to truly emulate signals of response and the relationship of ideas characteristic of an active, dynamic conversation.