Nine volunteers from a 17-member physics method class in a preservice teacher education program at Queen's University of Kingston (Canada) participated in a private WebCT forum in which they could explore various aspects of their learning during the second half of their program. This paper responds to two central questions from this use of WebCT technology to foster self-study by preservice teachers: (1) Did WebCT provide an improved alternative for making public one's personal reflections while beginning the self-study process? and (2) Did self-study begin in a significant way, and to what extent did the WebCT technology contribute to its success? Data are presented in tables reporting excerpts from 8 of the 13 threads that include 81 of the 100 messages posted on the Bulletin Board feature of WebCT. Several conclusions are elaborated in light of the data presented. (AEF)