This interpretive case study explores an attempt to add an online component--the On-line Literacy Project--to a successful face-to-face professional development community. Participants were six members of the Literacy Project, which was carried out in the school board of a western Canadian city. The principal theoretical framework informing the study was Lave and Wegner's (1991) community of practice. Analysis of data, collected over 7 months, showed that although participants acknowledged the potential of the Online Literacy Project the concept was poorly understood, received little support, and was not deemed relevant for a number of reasons, many of which are reported in the information and communication technology literature. However, a number of distinctive factors emerged in this study that serve as cautions for others interested in similar professional development endeavors.