Although collaborative learning in the traditional classroom has faced criticism and resistance by students and teachers, most studies suggest that if it is implemented and facilitated properly, shared learning through collaboration can be an effective tool in how students learn. However, as more and more classes are being taught online, the concept of collaboration as a learning tool becomes problematic, especially in online professional writing courses where collaboration is a significant factor in this genre of writing. Beginning with a history of collaborative learning and its characteristics, this article applies the necessity for collaboration to the professional writing class. The author then explores and critiques some of the interactive techniques used in online instruction in previous WebCT classes. This article then outlines some important features necessary in creating an effective collaborative environment for the online professional writing student, which requires a synthesis of group discussion, peer review, collaborative invention and collaborative writing.