Online courses are gaining importance in higher educationinstitutions, leading scholars to explore how individuals learn in this context and how developing an online community can support their learning. This research examines a graduate-level online course focused on college and university teaching, structured around a social learning perspective based on the communities of practice (CoP) model. The reflective case study aimed to document how community functions within an asynchronous learning environment. By doing so, the research contributes to a broader understanding of how to foster CoPs in this context.