The perspective of communities as a situated context dates back to the works of Vygotsky (1978, 1981) who posited that cognition begins at the social inter-mental level and through the process of internalization meanings become translated or assimilated into the individual level. Within this social to individual transition, learners can be scaffolded to higher potentials through the aid of other more capable agents. Such a view supports the apprenticeship and coaching methods recently advocated. For these reasons, the concepts within communities of practices (CoPs) have been gaining currency. Within CoPs, learners begin as Legitimate Peripheral Participants (novices) and their identities become gradually transformed into legitimate central participants. Senge (1994) proposed the concept of practice fields where students can get to practice the kinds of problems they will encounter outside the school. Problem-based learning (PBL) is one example of practice fields which began with the medical profession where students were given real and historical cases to diagnose. Within this paper, the authors described a learning environment which facilitates both the design of practice fields and the bridging of real practitioners to learning in schools (in our case, a teacher education institute). They have also defined a learning environment which constitutes a physical and technological set-up which we believe facilitates a multi-learning environment where students can be engaged in different tasks and activities, e.g., tele-mentoring, group discussions, etc. simultaneously. Such a learning environment brings together a problem-based pedagogy not confined within the school context, but through technology bridge real communities into schools. In addition, they emphasize that the problems or issues discussed by students must have real-world implications and relevance to the students' themselves.