The document discusses the development of a community-based learner support system for a blended learning teacher education program. It describes designing the support system around commonality, situativity, and interdependence. A shared online space was created with seven support areas organized by activity. However, issues arose with limited learner ownership, leadership roles, and staff buy-in. Moving forward, the support system would benefit from increased community involvement, more explicit roles for students and staff, and clarifying relationships between course and program support.