The past decade has brought tremendous changes to higher education. Technology components that supplement teaching and learning are integrated into programs and courses in most universities. Tools, such as course management systems, portals, PDAs, wireless technology, and Web services are used to create virtual communities that provide an interactive platform for learning. Previous research (Alavi, 1994; Lake, 1998; Yip, 2004) has shown that technology-based instruction results in positive learning outcomes. Colleges and universities are trying to understand this phenomenon of digital education and restructure themselves to take advantage of emerging technologies so that students can be prepared to be leaders and managers, who not only realize the benefits of using collaborative tools in virtual space, but also have competencies in using these tools effectively. In addition, because emerging technologies make it possible to extend physical boundaries of a university, new markets could bring additional revenues and expand access to programs nationally as well as globally. Management education with its use of problem-based learning and case study approach has been a leading candidate for integrating technology tools for scholarship and research. Business schools have been under constant pressure to provide students the skills and experience needed to effectively use emerging technologies (Alavi, Wheeler & Valacich, 1995; Hildebrand, 1995) that are used by businesses to gain competitive advantage (Leidner & Jarvenpaa, 1993). Webster and Hackley (1997) have identified previous studies of business schools adopting computer mediated distance learning for business cases and simulations. A strong community of practice (CoP) is critical for building collaboration between faculty in universities that may be separated by space but connected using networks that can be leveraged to extend programs and provide faculty partnerships and foster student scholarship. CoP can foster the spirit of discussion and collaboration. Brown and Duguid (2000) have defined CoPs as groups of people who share a common vision or passion and work closely together within the context of a particular practice or field of study (Garrison, Hawes & Kanuka, 2003). CoP has also been defined as a group of people who share a common concern, set of problems, or interest in a topic, whose members come together to fulfill both personal and group goals. The main goals of a CoP are to generate knowledge, contribute to identification of effective practices, and definition of underlying principles. CoPs also help create common vocabularies and conceptual frameworks (NLII Virtual Communities, 2003). There are several tools that try to address virtual collaboration, but very few tools are used effectively. The purpose of this article is to look at three tools: portals, course management systems, and videoconferencing to explore how CoP can thrive by use of these tools.