As part of a language teacher-training course at the University of Rennes 2, a team of teacher-researchers, in collaboration with a partner university in the United States, put into place a novel peer-driven virtual classroom activity. The goal of this on-going project was to improve language practice and peer teaching in an international context while managing the challenges and specificities of distance learning. This experience now allows us to suggest a methodology for setting up future tutorials and virtual classes between peers, and to question the relevance and transferability of the project to a language centre.