This paper discusses a personal vexation that developed through experiences teaching online science education courses to undergraduate elementary preservice teachers at an urban, Historically Black University; it is often difficult for online instructors to facilitate an experience of connectedness with and between students when teaching an asynchronous online course. This vexation initiated a closer look at research-based recommendation for teaching online that later developed into a venture, a funded grant proposal from the National Science Foundation for using a blended (online and face to face) approach to develop a community of practice (Lave & Wenger, 1991) between urban teachers in high poverty schools, local engineers in the greater Washington D.C area, and, STEM teacher educators. This project explores ways in which the community uses online tools to develop engineering design learning opportunities for diverse middle school students within math and science classrooms.