Do memberships in online learning communities (OLCs) provide teachers with possibilities to continuously develop, reflect upon, and deepen their understanding of the teacher profession? In this article an informal Swedish OLC, called lektion.se, is examined and some findings from an ongoing larger project aimed at understanding teachers’ use of lektion.se for their professional development are presented. More specifically, the purpose in this article is to investigate if and how discussions in the forums on lektion.se facilitate teachers’ professional development. Lektion.se as a potential OLC for shared teacher professional development is discussed at the end of the article.