Web-based school collaboration has attracted the sustained attention of educators policy-makers and governmental bodies around the world during the past decade. This book sheds new light on this topical but ever so complex issue. Drawing on a wealth of theoretical and empirical work it presents the various models of available school twinning programs and explores the cultural political and economic factors that surround the recent enthusiasm regarding collaborative initiatives. Moreover the book critically examines teachers and students experiences of web-based school collaboration. In particular it develops a realistic perspective of the range of challenges they face and identifies the host of technological and non-technological issues that can shape participation in collaborative programs.