This study explores the relationship between online learners and the Web-based learning environments they study within. The extent to which the online learning environment constitutes a cultural influence on the learners, and the manner in which different individuals within the group influence the emergence of a particular cultural identity were key research questions. In working through analyses of the data a third critical consideration emerged through an examination of the applied value of previous research into professional identity, practice style, and group dynamics within face-to-face learning contexts (Wheeler, Kelly, & Gale, 2005). We conclude that online learning displays great diversity, idiosyncrasy, and a willingness on the part of participants to resist pressure to conform to several institutional practices.