The instructional media created by microcomputers interconnected by modems to form long-distance networks present some powerful new opportunities for education. While other uses of computers in education have been built on conventional instructional models of classroom interaction, instructional electronic networks facilitate a wider use of apprenticeship education, in which students learn skills and acquire knowledge in contexts similar to those in which they will be used. To investigate these possibilities, we have created an instructional electronic network interconnecting students and teachers in the United States, Mexico, Japan, and Israel. In this paper, we analyze one project conducted in this Inter-Cultural Network. Students tackled a problem in their own community, the problem of the shortage of water. By addressing a problem shared across the different locations, students learned to transfer solutions used elsewhere to their own problems, which is one strategy for dealing with the difficulty people have with transferring knowledge from one domain to another. They also acquired science concepts in an instructional setting that provided dynamic support for the acquisition of problem solving skills. This study raises a challenge to education: that the dominant form of instruction could become “teleapprenticeships.” In this form of instruction, students would participate in globally distributed electronic problem solving networks, jointly tackling problems with other students, with teachers, and with adults outside the school.