This paper examines the impact of the implementation of an online learning management system (LMS) on pre­-service teachers during their major pre-­service practicum. The LMS enabled students to remain connected to peers, professors, and supervisors while new relationships were formed with in­school personnel such as mentor teachers, principals, and students. The quantitative data analysis revealed that pre-­service teachers perceived a higher sense of community when it included pre­service teachers only than when it included teaching faculty and part­-time practicum supervisors. The online LMS was identified as the best predictor of a sense of community among pre­-service teachers, when compared to other variables, and not a significant predictor when community included part­-time practicum supervisors. The paper concludes with an examination of the perspectives of provincial Ministries of Education and Teachers Federations in relation to the role and evaluation of educational technology initiatives.