As educators in the 21st century, we have the responsibility to prepare our students for an increasingly global community. We can do this in part by raising their cultural competence and ensuring an enlightened citizenship both technologically and internationally. This document is an extract of a report completed as an outcome of an ANTA scholarship activity. The complete report is downloadable from <www.flexiblelearning.net.au/leaders/ html/flls_2001.htm>. This extract (and subsequent presentation) looks at how we can create a stronger sense of community through the purposeful construction of flexible learning models that give greater consideration to the issue of cultural diversity. Much of the current activity is supply/industry drive. As educators, it is critical that we take time out to review the direction we are being taken. As a general principle, many educations believe online learning has the capacity to create a strong sense of community for a wider range of students than was previously possible. Apart from the obvious economic benefits of tapping into the growing global learning marketplace, current research suggests that students who learn in environments where multiple and diverse perspectives are fostered and appreciated, become better critical thinkers, communicators, problem-solvers and team players (Sugar & Bonk, 1998). However we must never presume that the technology can generate this sense of community and flexibility in its own right. Globalisation does not automatically lead to inclusion. The flexible, community based qualities of our learning environments are directly correlated to the way in which we develop and deliver the learning. This extract (report and subsequent presentation) focuses on how we can move from the position of deliberately seeking to exclude individual characteristics in our online learning communities encouraged by the culturally neutral delivery platforms, to acknowledging the need and value of diversity in today's global e-learning community.