Geographically distant classrooms can be a ripe learning space for teacher educators who want to show preservice teachers the power of technology in the English classroom. A classroom teacher described how she used a social networking platform to allow for collaboration with a preservice teacher in the hopes of making student literary analysis more authentic for her high school seniors. The preservice teacher, as a member in the social network, learned to hone her discussion-leading and questioning skills. Teacher educators in partnerships such as this are able to better bridge theory to practice.