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Abstract: The Global Partners in Education initiative focuses on telecollaboration for students around the world, allowing students to communicate and collaborate virtually with their peers. In this study American and Japanese students, who had participated in these virtual links, were surveyed before and after taking part in their first face-to-face drama workshop. Students were asked about the differences between telecollaboration and face-to-face interaction according to the 4Cs of Content and Language Integrated Learning: content, cognition, communication, and culture. It was found that although students were very positive about telecollaboration, they preferred face-to-face interaction. The Japanese students emphasized the content they had learned over traditional language skills, while the American students emphasized intercultural awareness, such as learning how to work with nonnative speakers of English. Later interactions between the two groups showed that the face-to-face workshop led to more virtual communication in the months afterwards, with students requesting more video links, and interacting more frequently with each other via SNS.