Prior research on the influence of affective factors and comprehensibility on in-person L2 interactions found that people’s ratings of their partner’s comprehensibility is influenced by their own anxiety and collaboration levels, as well as by their perception of their partner’s anxiety and collaboration. We conducted an exploratory study of L1/L2 English/German virtual interactions that supported these findings in the context of a virtual platform, indicating the pedagogical viability of virtual L1/L2 interactions.