Computer-supported collaborative learning (CSCL) has received increasing research attention owing to advances in e-learning technology and paradigmatic shifts in the educational arena. Owing to the growing diversity in student population in terms of nationality, the role of cultural diversity becomes greatly pronounced, and must be addressed. In this study, a laboratory experiment with a 2×2×2 factorial design was conducted, to investigate the interaction effects of perceived cultural diversity, group size, and leadership, on learners’ performance and satisfaction with process. Contrary to an expected negative relationship between perceived cultural diversity and performance, a positive relationship emerged as a result of leadership. Leadership lowered learners’ satisfaction with the process in perceived homogeneous groups (as compared to perceived heterogeneous groups) and smaller groups (as compared to larger groups).