Access to information and communication technology (ICT) is becoming an increasingly important factor for education and training in the South Pacific region. While many studies have examined the attitudes and understanding of educators towards using ICT in their profession and for their professional development, studies that specifically deal with these matters in the socio-economic and cultural context of the South Pacific island states are rare. This study aims to address the gap in the literature by examining the professional development of blended learning facilitators working in remote and isolated communities of the Cook Islands. The research outcomes of this study are based on the analysis of in-depth, semi-structured interviews, and the theoretical foundation of this project is grounded in the social and situated theory of learning. The central finding of the study suggests that participation in online communities of practice offers ongoing opportunities for learning and development, and reduces the feeling of isolation associated with the geographical conditions of the South Pacific region.