This paper considers the extent to which the free, password-protected online community environment of the Oracle Education Foundation's Think.com supports children's learning. Using an interpretive approach, we analysed the uses of the environment within a broad frame of digital literacies, social interaction and facilitated collaboration, in order to identify potential for, and instances of, learning. We found that many children engaged readily with the site to display a range of digital literacies and to communicate with others, and that teachers and facilitators played a powerful role in mediating learning, managing the communities, setting guidelines for participation, and linking students with outside experts. There is, however, scope for richer learning which is yet to be developed.