Within the Master of Teaching Program at the University of Calgary, two teacher educators collaborated in facilitating an inquiry-based project with a group of preservice teachers in examining real-world issues related to English as Second Language students. A learning environment was created and modeled, where preservice teachers were challenged to think about teaching and learning with technology, the relationship between technology and learning, and to become designers of learning with digital media and network technologies. This article describes one teacher educator's perceptions of the project and presents her insights into planning and facilitating a learning environment that purposefully integrated technology to foster a rich, deep learning experience.