This study examined the effects of the inclusion of online follow-up and online peer interaction with a face-to face workshop on quality of support plan and completion of a support plan by Texas school librarians. The study used a posttest-only control group experimental design with randomly assigned self-selected participants. Three online environments were compared: (a) an environment that provided follow-up with peer interaction, (b) one that provided follow-up without peer interaction, and (c) a control environment that provided a traditional post workshop environment with only solicited follow-up and no peer interaction. Online follow-up with peer interaction increased the likelihood of completion of the professional development task. No difference was found between the completion rates for participants in the follow-up group that did not have peer interaction and those in the only solicited follow-up environment. No difference was also found in the quality of plan among the three groups. Our findings indicate that teacher educators are well advised to provide online follow-up with peer interaction in their professional development programs. (Contains 7 tables.)