The purpose of this article is to investigate preservice teachers' (PSTs') perceptions about the features that facilitated their learning and engagement in asynchronous online discussions. Participants included 12 PSTs enrolled in an online classroom management course at a public university in New England. Using constructivist grounded theory guidelines to analyze focus-group interview data, the main findings were that asynchronous dialogue, defined discussion roles, unchanging small groups, and autonomy supported PSTs' learning about classroom management. This study extends existing literature by helping teacher educators understand the features of online discussions that PSTs find to support their learning about teaching. As teacher educators increasingly teach online, intentionally structuring learning experiences such as online discussions becomes imperative to bolstering PST learning.