The purpose of this study was to determine how contributing to a class wiki affected the learning of pre-service teachers enrolled in a language arts methods class. Participants included 37 preservice teachers enrolled in three sections of a field-based language arts methods class during two semesters. Data collection included online observations of the development of the wiki pages, students' reflections periodically posted in WebCT, final reflections, e-mail correspondence, interview transcripts, and researcher notes. Students' reflections indicate that contributing to the class wiki led to a deeper processing of the course content and was personally beneficial to the students in spite of persistent technology challenges.