This presentation focuses on the virtual intercultural contact of small international heterogeneous teams of two or three student-participants enrolled in a graduate course called Transcultural Understanding Pedagogy entirely conducted online via Zoom at Kyoto University the spring of 2020. In recent times, virtual contact has become more pervasive due to innovations in telecommunication applications for computers, tablets, and smartphones and the COVID-19 global pandemic. Considering these factors, an up-to-date meta-analysis reported that international contact had a positive effect on prejudice reduction, especially when cooperation was involved, as opposed to the presence of an authority figure or common goals, which had little effect. The goal of the seminar to be discussed in this presentation was to achieve mutual transcultural understandings and prejudice reduction through the presentation and discussion of key emic cultural concepts chosen by the students and discussed during online interviews. There were two theoretical pedagogical approaches used to guide this teaching/researching endeavor: Team Learning (Tajino & Smith, 2015; Stewart, Dalsky, & Tajino, 2019) and Exploratory Practice (EP: Allwright, 2003; Hanks, 2019). This paper clarifies the details of a methodology called ‘virtual mutual transcultural understanding pedagogy,’ involving: 1) readings, 2) emic cultural concepts, 3) research questions, 4) intercultural exchanges, and 5) writings and reflections, which could be used for virtual transcultural education/training programs. We highlight the written collaborative products of the students that were posted on a website (https://interculturalwordsensei.org/), which provide evidence for their mutual transcultural understandings of emic cultural concepts by comparing/contrasting their translations using English. We also present additional evidence for virtual mutual transcultural understandings and prejudice reduction considering the Contact Hypothesis in the form of students’ reflections on the exchanges. Suggestions for the implementation of this pedagogy in transcultural education/training programs and further refinements considering its limitations are discussed.