This paper discusses some of the conditions that have facilitated the use of a customised virtual learning environment as part of a blended learning approach on a part-time postgraduate initial teacher training programme for prospective primary school teachers. It is based on data gathered as part of a study of the impact of e-learning on students following a part-time flexible postgraduate route to Qualified Teacher Status. It concludes that the success of these particular virtual communities can be attributed to the balance, on the programme, between face-to-face and e-learning together with the nature and structuring of the e-learning tasks; the focus on professional learning with the immediacy of its application in the work-place; its focus on independent and student-led interaction; and the motivation and personal circumstances of the students involved.