This paper describes the development of the first in a series of e-learning courses intended to influence the professional practices of 200+ teachers in 15 locations across a western state. The course, anchored in a socially constructed view of learning, combined the use of interactive video, WebCT, and on-site discussion groups to implement research-based practices in literacy. Outcomes of the authors' experiences in designing the course suggest the need to understand the nature of teachers' professional knowledge, the implications of socially constructed professional development, and the demands of learning in a digital environment.