This study sought to understand how an online cohort in a master's program, comprised of teachers from the same school district, constructed knowledge about instructional theories and practices. Participants in this descriptive study included 10 teachers from the same rural school district. Data collection consisted of a focus group and written survey. Four constructs guided the development of questions: collaboration, learning community, course design, and individual factors. Findings showed that cohort members drew on one another's strength to support their collective learning throughout the program. One unexpected finding was the role that face-to-face, informal study groups played in support knowledge construction and technology skill building.