With the emergence of mobile technologies, students' access to computing devices is omnipresent, as is their ability to collaborate through multiple modalities. This 21st-century affordance has generated a shift in the way preservice teachers are prepared to use, understand. and interact with social media (e.g., blogs) during their academic years. This paradigmatic shift involves a movement toward a participatory culture using Web 2.0 technologies--dynamic environments that are not limited to the interactions of academic classrooms. These changes present both new types of challenges and vast opportunities for teacher educators. Based on repeated observation of minimal interaction amongst members of a peer cohort, a research study was conducted to analyze the interactions of three students who consistently posted comments on each other's blogs in contrast to the trends found in their cohort. Analysis of their posts and comments illuminated preservice teacher expectations for science teaching roles and how preservice teachers applied their expectations when commenting on their peers. These interactions were professional in nature and revealed that previously established interpersonal relationships did not alter the type of interactions that occurred.