A key factor in the success of global software development learning teams is the communication that occurs among the group. Various task characteristics, however, may affect the both the quality and quantity of the group communication. This study investigates the effects of task type on the communication behaviors of student teams engaged in a software development project. Two groups of teams completed assignments that varied in degree of task type and product. Content analysis was used to identify distinct patterns of interactions and examine how these patterns were associated with task type. Results indicate that differences in task context and product do not have large effects on the communication behaviors of global software teams. These findings will provide a basis for creating instruction that can help maximize successful communication among global software learning teams.