This paper describes the case of two elementary school mathematics teachers,one from Canada and one from China,as they teach in each others classroom.These teachers had worked together through technology for two years prior to travelling to meet each other to fully appreciate the teaching context of the other.These teachers are part of a seven-year reciprocal learning project focusing on building our understanding of cultural and educational perspectives of Canada and China.The teachers recognized some of the similarities and differences in the teaching culture of the other country.They noted that,regardless of class size and country,differentiated learning allowed for all students to stay engaged and increased the effectiveness of their lesson.