Trends indicate that blended learning is and will maintain a key role in higher education. A virtual learning group is only truly effective once it becomes a virtual learning team. This study aims to explore the stages of development of virtual learning groups’ as they progress towards teams by analyzing the perceptions of multinational teams of students (N=95). The data were gathered using a quantitative instrument based upon Tuckman’s group development model and adapted to an educational setting. The study extends previous research into how teams skip stages by also finding that progression through the stages of development is not linear, with some teams stagnating at a given stage and others regressing to an earlier stage. There is also weak agreement between team members on their perceived effectiveness as a team. It is recommended that practitioners increase the use of monitoring during online team tasks and allow time after task completion for team reflection on their effectiveness with constructive discussion between members and feedback from the instructor. Findings also indicate the need for initial lessons in task-based e-learning to foster openness and constructure criticism between students.