This study investigates the potential for two-way professional development during a telecollaboration between pre-service and in-service teachers (PSTs and ISTs), exemplified with the context of TESOL (Teaching English to Speakers of Other Languages) MA program. Thirteen IST-PST dyads engaged in collaboration with e-pals and completed two tasks: professional interviews and lesson planning. Thematic analysis was used to analyze questionnaire responses and work logs. Partakers all exhibited the cultivation of reflective thinking by sharing knowledge and learning experiences--occupationally, pedagogically, and academically--with each other. The study depicts a need-based and task-based collaboration mechanism in a cyber professional community; mutual benefit was achieved with minimum social pressure. (Contains 1 table and 3 figures.)