Over a decade ago, Lenning and Ebbers (1999) envisioned that information and computer technology (ICT) could be used to create virtual learning communities (VLCs) as a "future" form of learning communities. Indeed, almost all academic departments--including psychology--depend heavily on the use of ICT to create and sustain connections among students, departments, and curricula. Similarly, most discipline-centered learning communities use ICT to enhance the impact of their communities and to facilitate the quantity and quality of interactions among community members. In this article, the authors discuss current technologies and the ways that they enable and promote intersections between virtual communities and other types of discipline-centered learning communities. They begin with a definition of VLCs, along with a description of the different ICTs that may be used in constructing VLCs. They then describe the expected benefits and challenges of discipline-centered VLCs, provide a hypothetical example of a discipline-centered VLC, and close with some advice on ways that academic departments can use technology to enhance student success. (Contains 1 note.)