The main purpose of this study was to investigate the experience of community college teachers who use computer mediated communication in their teaching. Semi-structured interviews were conducted with ten teachers from three community colleges. The data collection was conducted in two stages: an initial round of six interviews, with concurrent analysis, and a second round of four interviews to further investigate emerging themes. The teachers reported that using computer mediated communication assisted them in moving out of the role of sole content provider toward a learning support role. They found that the characteristics of the medium helped them implement learner-centred strategies such as giving students more independence and decision-making opportunities, facilitating more active learning, and encouraging critical thinking. All of the participants saw online learning, which included the use of both Web resources and conferencing, as empowering for students. Teachers experienced substantial change through designing online course sites and implementing new strategies suitable for online learning. Four teachers said their perception of their role had changed, and they indicated that the changes were founded mainly in constructivist or adult learning theory and were confirmed by the online teaching experience. Interest in new learning and enjoyment of experimenting with technology were personal characteristics common to all participants. Most participants were seeking, and found, a sense of renewal and reward in mid to late career. This study demonstrated how teacher development processes occur in community colleges as teachers implement computer mediated communication in their courses. Some were engaged in personal vision building and all were engaged in inquiry, mastery, and collaboration. The necessity of collaboration and its contribution to professional development were especially strong themes. Several participants had become mentors, and some of these mentors reported that they used the opportunity to guide peers toward a learner-centred approach. The patterns of individual and institutional change in the three colleges provide examples of continuous, integrated change processes.