Recent studies in the literature on online learning highlight a constructivist approach to knowledge-building in Web-based environments. In this case study of an online course, students were introduced to a constructivist orientation toward learning, a requirement to work in a new learning environment, and a challenge to accomplish academic work with groups of colleagues. Students learned successfully how to accommodate these requirements. In particular, this article tells how communication strategies, collaboration with one another, interaction throughout the course, and consistent participation in the growing online database supported students' perceptions of self-efficacy and their emerging commitment to a constructivist approach to learning. (Contains 1 table.)