Learning communities gained attention in 1984 after the publication of the "Involvement in Learning" report, which was sponsored by the U.S. Education Department. The authors of the report stated that active engagement in learning processes enhances learning and leads to two fundamental principles: (1) The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement; and (2) The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement in learning (NIE 1984). In order to address these limitations, a mobile learning environment (MLE) is being developed. This MLE will provide communication and collaboration tools that enable virtual interactions to take place which are independent of time and location--replacing the need for common residence halls and face-to- face meetings outside of the classroom. MLE makes it possible to create virtual learning communities (VLCs) that incorporate all of the positive aspects of traditional LCs, but without their time and space limitations. This article presents an MLE to support VLCs in science and mathematics in its early stages of a multidisciplinary research project.