Whatever their intensity, all cultural differences must be dealt with in a professional communication classroom to create a cross-culturally competent system of individuals working toward a common goal. In this article, the author examined the way in which professional communication is being learned along the U.S.-Mexico border. The population being studied belongs to the cultural group of students (and their instructors) enrolled in the technical communication introductory course at two public universities in U.S. cities close to Mexico. The author used methods which included interviews with instructors in charge of the introductory communication courses, a survey of students (regardless of their cultural background) based on the dimensions of cultural differences as defined by Trompenaars and Hampden-Turner (1998), focus group studies to explore interactions between students and instructors in the classroom, and an assessment of sample documents produced by students in those classes. The research provided evidence that native English-speaking students produce more effective professional documents than non-immigrant Mexican students in courses at border universities.