Efforts toward internationalization in language education have led to the increasing prominence of Virtual Exchange (VE) projects, crucial tools for nurturing informed, respectful, and politically active citizens. Simultaneously, there's a growing acknowledgment in EU countries of the pedagogical significance of learners’ plurilingual resources. This chapter presents a detailed case study of a plurilingual VE project conducted over four months in 2023 between two rural primary schools, one in Germany and the other in Spain. Within the frameworks of two EU projects, TEMPLATE and VALIANT, the primary aim of the VE was to foster intercultural understanding and promote plurilingual as well as communicative competences among the participants. Throughout the exchange, learners engaged in both synchronous and asynchronous tasks facilitated by digital technology, creating a meaningful learning environment conducive to expressing opinions and establishing connections with peers. The chapter not only delves into the theoretical foundations of VE but also illustrates how its various steps were combined with a plurilingual focus for language education. Furthermore, it provides examples of teaching materials and learners’ output, offering a comprehensive overview of the multifaceted nature of the exchange. It also provides insight into a lesser studied area of VE: exchanges between rural schools. Drawing from in-depth interviews and focus group discussions, the chapter offers valuable insights into the intercultural and (perceived) linguistic development of learners. Ultimately, it aims to provide language educators with recommendations for integrating similar projects, preparing learners for today’s international and intercultural communicative landscape.