The aim of the study was to explore characteristics of 5- to 6-year-old kindergartners' peer dynamics during a seven week learning experience in a computer-based technology-rich classroom in the US. The children (9 boys and 9 girls) were placed in pairs by the classroom teacher, based on her perception of the their friendships. Measures of each child's computer proficiency were obtained at the beginning and conclusion of the experience, using a 20-item instrument called the individualized computer proficiency checklist (ICPC), developed for this study. Overall, the children showed an average gain of 38.5% on their ICPC scores. Paired children who differed in computer proficiencies but shared similar interests worked very well, exemplifying Vygotsky's dialectical constructivist perspective on peer teaching and learning characteristics. Their conversations displayed self-confidence, multiple perspective-taking skills, and reflective self-assessment. The pairs demonstrating limited computer proficiency frequently engaged in serial turn taking and nonpurposeful clicking on the computer screen. The study concludes with pedagogical implications for teachers.