My exploratory case study examined the use of a learning platform to facilitate constructivist teaching strategies by pre-service teachers during their student teaching and field experiences in elementary science classes. Constructivist teaching strategies include inquiry lessons and active learning techniques. Dialogue, interviews and online field notes were the data collected for the study. Pre-service teachers were assessed for their perceptions of researcher feedback and peer support on a learning platform as it impacted their self-efficacy and use of constructivist teaching strategies during student teaching and field experience. A very small participant sample was used for this study. Therefore, generalizations regarding the significance of the results are not possible. However, due to the success of the online community of practice seen in this study, this form of supervision and collaborative support for pre-service teachers during student teaching and field experience could be valuable. In-school observation is essential; however, feedback and support would be available at other times through the use of the learning platform. Online communities of practice could be formed each semester for pre-service teachers and university professors and instructors to collaborate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]