This qualitative inquiry described the scaffolding provided by the instructor and class participants in an online graduate literacy course. Participants included the instructor and 16 students. Data were 588 bulletin board messages which were analyzed using the constant-comparative method. Analysis revealed five areas in which scaffolding occurred (a) technology, (b) assignments, (c) online processes, (d) literacy concepts, and (e) educational concepts. Through on-line conversations in this course, a community was established allowing the instructor and participants to provide support by scaffolding instruction at the point of need.