Student teaching is the most important event or learning experience in the development of a beginning teacher (Tannehill & Zakrajsek, 1988). Research has shown that performance in student teaching is a strong predictor for success in in-service teaching (Day & Brightwell, 1978). It is clearly important for student teachers to have opportunities to communicate with peers and supervisors to help reduce stress and problem solve throughout their experience. Sadly, the literature (Randall, 1992) reports that opportunities for communication between peers and supervisors is generally limited because of the geographical distances that separate one another. Few studies have examined alternative methods (web-based) for improving student teacher and supervisor communication patterns or what the topics of communications include. The purpose of this study was to ascertain the extent of physical education student teacher usage of a web based bulletin board (i.e., threaded discussion) over the course of a 16-week student teaching experience. A further examination of the posted topics and contents was made to distinguish themes of most concern. Participants (student teachers)included 48 physical education majors completing a 16-week student teaching experience in 12 school districts. Results yielded 449 messages posted over the course of the 16-weeks with an average of 9.5 messages posted per person. Posted discussions revolved most around dealing with special education students (67 posts), dealing with context specific problems (51 posts), maintaining classroom discipline (46 posts), and maintaining relations with parents (41 posts). Issues relating to motivating students (2 posts) and dealing with inadequate equipment and supplies (7 posts) were least discussed. Post hoc analysis revealed that over 85% of the postings (382) were made during the most active teaching weeks (4-7; 11-14) in the student teaching experience. Thus, web-based communication and support seemed especially relevant to the participants of this study when actual teaching opportunities increased. Overall, web-based communication can have a positive impact in decreasing the isolation and lack of support that has been shown to be associated with student teaching. Other forms of communication strategies (web-based video conferencing) must also be assessed in the future to gauge their relative use and effectiveness in decreasing the isolationism and it’s impact associated with student and inservice teaching.Keyword(s): professional preparation, research, technology