Communications technologies such as Web-based conferencing and chat are being used increasingly around the world by instructors and students in either face to face or distance learning courses. While some discuss the affects of this phenomena, others are more focused on how these technological tools can be used in specific courses to achieve desired learning outcomes. This article shares experiences in using electronic conferencing in English for Speakers of Other Languages (ESOL) teacher education courses. It discusses strategies that have been used with electronic conferences, lessons learned, and implications for further research. Covered topics include instructional strategies for the WebBoard, WebBoard orientation, book reviews, chat rooms, and lessons learned. It is concluded that the technology involved remains only an enabler and facilitator of instruction. That all this can be meaningful and productive for the learner is a function of pedagogy; more specifically, skill in exploiting technology for language learning purposes and not of technology in and of itself. The WebBoard makes sharing and collaborating and engaging in high-level learning tasks feasible. The WebBoards not only facilitate learning, but they can redefine roles for the student and instructor, allowing students to be designers of their own learning by setting, regulating, and achieving goals that they have a large role in deciding. (A separate 6-page annex with screen captures is included.) (KFT)