The present study investigates EFL students' perceptions of power differentials and their negotiation strategies when communicating with native English-speaking students via emails. The study involved 28 Taiwanese and American undergraduates who participated in a semester-long cross-national email writing activity. Findings show that students in both locales recognized power differentials. Focusing on the Taiwanese students, the study identifies their textual identities and writing styles used to negotiate power differentials in three types of interactions--balance, endurance, and resistance. The findings offer important implications for teaching English writing in cross-national digital spaces. (Contains 1 table.)