This article presents the results of a study that examined elementary teachers' use of online learning environments for their informal professional learning in literacy instruction. Forty-five elementary teachers from a metropolitan area in Ontario, Canada, completed an online survey and participated in a semistructured interview. Survey and interview data were analyzed using descriptive statistics and qualitative methods. Key findings include the types of online learning environments used most often by participants and the motivational factors that influence participants' use of Web-based learning environments for their informal professional learning in literacy instruction. Implications for research and practice are discussed.