One of the outcomes of Study 1 was the identification of virtual exchange as a particularly interesting mode of the application of TBLT methodology. The word interesting is used here in a post-critical, affirmative way, to imply the pedagogically and personally real aspects of tasks and task sequences used in telecollaboration. Based on the analysis of Study 1 data (cf. Section 5.6 .5), virtual exchange tasks very effectively fit into the merger of task-based and technology-enhanced as well as critical pedagogies labeled as TETBCLP in Chap. 4 : they put learners in real-life situations—also in terms of digital milieus—often requiring critical thinking as well as civic and digital literacies; they also encourage the learners to take social action aimed at making the world a better place. These observations paved the way for Study 3, presented and discussed in this chapter.