This paper will introduce a master program in ICT and Learning (MIL) and present some of the experiences we have gained so far. MIL is a result of a collaborative initiative taken by five Danish universities, and it is an accredited part-time 2-year master program. It is unique in the sense that it builds on the pedagogical framework of project pedagogy and is based on online collaboration. The paper will describe MIL, the universities involved, the administrative organization, and the profile of the students. We will discuss the pedagogical framework and the project collaboration in relation to the modularity and flexibility that characterize the study and allow admission of part-time students, full-time students and students who only sign up for one accredited module. The methodology will be illustrated through empirical snapshots from selected modules in the start-up phase, and the focus will be directed towards problems experienced by the students. From an analytical perspective, the paper will identify and discuss fundamental problems related to the organization, flexibility, and implementation of project pedagogy online. MIL is organized around ICT and Learning and the study theme focuses on ICT and Learning. In addition, MIL provides a learning space where practice is under constant negotiation and reconstruction as an inherent, integrated part of the learning process. Consequently, we argue that MIL may be seen as an example of best practice in blended learning.