This study evaluates the use of blogging and what it reveals about the development of science teaching ability in pre-service elementary education majors. The investigation occurs in a structured community and takes into consideration interactions among community members as they reflect on their own experiences and respond to the blogs of other pre-service teachers (PSTs) during a science methods course. The goal of the project was to develop as a virtual place where content or procedural knowledge is valued, learned and shared by members beyond face-to-face interactions. This paper is intended to address, evaluate and encourage the use of blogging amongst pre-service teachers specifically focused on science teacher education. This appraisal was conducted by looking at the activity and the experiences of the pre-service teachers, and the role that blogging played in their interactions and growth as pedagogues. The project reveals that blogging can be a useful as a tool in pre-service education because the practices and thought processes of PSTs are revealed and shared beyond face-to-face interactions. Development was mitigated by how PSTs processed new experiences, the trust and interaction that occurred between the participants, and the gradual acceptance of blogging as a beneficial academic practice.