This research investigates the characteristics of a faculty inquiry group, a learning community in which faculty and staff can learn technology integration to enhance accessibility for students with disabilities in higher education, based on Wenger's 14 indicators (1998) and their learning effects. The results reveal that this faculty inquiry group included all indicators of a community of practice. Faculty and staff learned about accessibility issues and related assistive technologies. For this community of practice to obtain success, it was necessary for members to understand various perspectives of technology integration for accessibility in a safe learning environment with a strong structural design.