Based on a series of videoconferences held between two universities, one located in China and another in the United States, this pilot curriculum study illustrates how successful interglobal communication via synchronized educational technology requires detailed planning and the use of a substantial number of pedagogical strategies. Achieving the goals of broadening participants' international experience and promoting intercultural understanding of the discussion topics requires the instructor's appreciation of the cultural identification process at the global level. The author shares and discusses personal experiences and challenges with organizing this kind of collaboration between two higher education institutions across national borders, and provides initial implementation and instructional guidelines. (Contains 5 figures.)