Within collaborative-online-international-learning (COIL) projects, program goals for developing foreign language proficiency and intercultural competence and the students’ experiences are shaped by the unique characteristics of the partner institutions’ teachers and students and logistical constraints. This presentation focuses on 20 second-year Japanese university students’ experiences in two exchanges. While the topics and tasks were similar, three distinguishing features between the programs were duration (four vs eight sessions), languages utilized (English & Japanese vs English only), and language proficiency (interacting with native speakers of English studying Japanese vs. native speakers of Mandarin Chinese studying English). Program goals, defined using CEFR Can-Do descriptors, are discussed in relation to previous exchanges. Students’ use of online tools are introduced to illustrate program implementation. Student impressions are examined through qualitative data elicited with a survey informed by Deardorff’s Intercultural Learning Outcomes (2022), and to a lesser extent quantitative data concerning Communication Anxiety and L2 WTC (Yashima 2009). Analysis of the qualitative data shows that students were satisfied with the program and they mentioned the benefits of participation. However, their experience did not result in significantly less communication anxiety, and even their L2 WTC dropped. The presentation concludes with a discussion of the contradictory findings in the data.