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The use of a synchronous audio tool is discussed for teaching English as a Second Language (ESL) in Taiwan. Over several months, a community of practice has formed among teachers and teaching assistants, transcending cultural differences. Exploring the relationship that has developed between teachers and teaching assistants forms the basis of this report. We will also consider the technology underlying Speak2Me's program and its relationship to providing students with quality pedagogy and learning flexibility. Online Content: Articles and cultural perceptions The biggest challenge facing English as a Second Language (ESL) learners in Taiwan is their lack of opportunity to practice speaking English. To meet this need, Ladder Publishing Co., Ltd. of Taipei, began an innovative Web-based ESL program in February, 2003, called Speak2Me. The cost of designing, developing, and implementing the project was less than US $50,000, making it an affordable distance learning alternative for developing nations. Using an iTalk synchronous platform, American teachers, assisted by bilingual Taiwanese teaching assistants, using voice and chat, teach conversational English based on a brief article on a topic of current interest. The report proposes that synchronous learning environments provide a richer context than asynchronous environments for online intercultural communities of practice, to develop into engaging and empathetic virtual communities. The use of synchronous voice in teaching ESL has enabled further investigation of cultural practices and norms in Taiwan that could not have been possible in a static, asynchronous environment. Central to the Speak2Me program are the articles, Technical Evaluation Report 28 ~ Speak2Me: Using Synchronous Audio for ESL Teaching in Taiwan 2 taken from Speak2Me’s print magazine and placed online in the iTalk window. Teaching assistants and, if present, students, read the articles aloud, paragraph by paragraph. Discussions around each of these current topics have enabled us to understand Taiwanese culture in more depth and to form closer bonds with the teaching assistants. For example, the article ‘Talk Dirty to Me’ discussed the issue of online pornography, including vocabulary words such as ‘skin flick.’ While we, as older female Euro-Americans, were quite taken aback at the article, the younger female Taiwanese teaching assistants had no qualms about teaching it. Their response to teaching what we considered a very controversial article, suggests that our perceptions regarding sex and sexuality are quite different. Another article, ‘Play On!’ talked about the possible link between violent video games and violent behavior. Again, in our conversations with both male and female teaching assistants, we found that our liberal American views linking video games and violence were quite different from theirs. The teaching assistants to whom we spoke at length, felt there was no connection between playing violent video games and actually committing a violent crime. Other articles on business and culture, for example, have provided additional opportunities for discussion and debate, enabling us to identify and learn more about cultural differences, leading to scaffolding of knowledge.