This paper documents the design, implementation, and evaluation of an online learning community (OLC), within the Republic of Ireland, which set out to support student teachers in a hybrid space during their school placement experience. Guided by qualitative research, data collection methods included interviews and analysis of students’ forum postings. Key findings illustrated that the OLC provided a valuable learning context for student teachers. The presence of cooperating teachers, as online tutors, as well as a higher education institute tutor was recognised as critically important for facilitating the OLC. A significant conclusion to this study is that hybrid spaces, that are aligned with the practicum, can provide opportunities for dialogic reflection and enquiry within a community of learners. With the increased attention of adopting online pedagogical approaches, stemming from the COVID-19 pandemic, this paper offers two research-based design principles to facilitate OLCs that support student teachers on school placement.