The use of electronic technologies for the delivery of instruction has grown at an exponential rate over the last five years. Institutions of higher education, corporations, and K-12 environments continue to seek ways to use online tools to deliver instruction. While the increased interest and need is an exciting development, several challenges associated with the successful implementation of Web-based instruction remain unresolved. The purpose of this study was to explore best practices for community building in Web-based learning environments. The study took place in two Web-based courses at two universities. An embedded case study design was used, and multiple sources of evidence (chat and bulletin board transcripts, interviews, and surveys) were gathered to inform the results. Overall, participation in both courses indicated some sense of community, albeit limited in scope (the learners' indicated a stronger connection with their team members than with the larger class group). While more research is needed, the study indicates that enabling and encouraging the use of these strategies and techniques may contribute to the long-term viability and use of Web-based instruction in institutions of higher education. (Contains 26 references.) (Author/AEF)