Teacher professional development and course work using asynchronous online environments seems promising, yet little is known about how mathematics teacher educators (MTEs) develop practices for such spaces. Research has shown that views of learning impact design of online learning spaces, enabling and constraining particular student action. More remains to be examined about the steps being taken to make sense of MTEs' practices to support learning. In this paper, facets of MTEs' struggle to design an asynchronous online environment and enact a practice aligned with a view of learning are explored.