The depth of ecological knowledge at the elementary school level and the promotion of ecological literacy may be enhanced by examining ecological questions on an international scale. International projects can help students understand concepts of biogeography and regional diversity while enlarging their worldview. Through an eco-pen pal project, third grade students from Missoula, Montana, USA corresponded with eight- to eleven-year old students at two rural schools in northern Scotland about specific ecological inquiries that were simultaneously implemented. These inquiries included (1) examination of the local aquatic community through electro-fishing and other types of aquatic sampling, (2) participation in local citizen science winter bird-watching programs, and (3) documentation of local phenological changes associated with the onset of spring. Students prepared scientific reports to share the results of their findings with each other, in addition to contributing artwork and creative descriptions of their experiences. Students discussed differences between their findings and the findings reported by their pen pals, and reasons for these differences. Program assessment of both students and teachers in both countries documented (1) what the students learned in their own investigations, (2) what the students learned from the other schools’ investigations, and (3) how that international knowledge may have changed their general ecological understanding of the topic. This project was completed as part of the GK-12 program at the University of Montana.