This study is aimed at understanding how six elementary school student teachers enhanced their professional development through an online learning community. In this study, the researchers employed content analysis and qualitative research methods to collect various data, including interviews, classroom observations, video recordings, statements/articles shared on the Internet, and interactive discussions. The findings showed that (1) discussions on the online community primarily centered on sharing lesson plans, teaching experiences, and sharing student-related issues. (2) the online learning community enhanced the student teachers' development in terms of teaching beliefs, teaching strategies, pedagogical knowledge, and information technology proficiency capabilities; and (3) factors affecting student teachers' professional development were teaching experience and resource sharing, peer feedback and support, and personal reflection. Finally, based on the findings of this study, the researchers made recommendations for online learning community developers, student teachers, teacher education institutes, and future studies.