This paper describes a project in which teacher education students were paired with practicing teachers for a semester-long e-mail conversation about classroom accommodations for students with learning disabilities (LD). The objective of the project was to enable undergraduate teacher education students planning to teach students with learning disabilities to share online questions and comments with practicing teachers experienced in working with these students. The project was successful in creating an online community in which students gather firsthand knowledge from teacher mentors, and the teachers contribute to the training of their student partners. Both students and teachers responded enthusiastically to the project on follow-up surveys and student reports. Qualitative analysis of conversation printouts and case study reports indicated that valuable learning occurs at both ends of the conversations. Most conversations took on a very personal flavor, and topics discussed included both the "assigned" topic and others of personal interest to the students. Students received a wealth of information on learning disabilities from their teacher partners, including both conceptual information about LD and information related to teaching strategies appropriate for students with LD. Extensions of the project are discussed. (Contains 20 references.) (Author/CR)