This article examined the teachers' beliefs about the application of e-mail communication (listservs) in the learning and teaching of literacy. The context of investigation was conducted in a graduate-level course attended by pre-service and in-service teachers and educators. By examining the articulated beliefs by teachers and how their beliefs influenced their learning, inquiry and interaction, the study revealed the conditions in which e-mail communication facilitates learning and those in which e-mail communication challenges learning. Central to the argument is that it is the theoretical understandings in teachers about the models, practices, and context that affect learning, and that it is the dynamic process of reflection that influenced teachers' beliefs. Also emphasized were the productive roles that university educators, as modeled by the course instructor in this study, can play in supporting teachers' professional development through challenging their beliefs. Contains 53 references and 3 tables of data. (Author/RS)