This chapter discusses how an online Community of Practice [CoP] supported the development of Early Career Academics [ECAs] in primary science education. The CoP was formed to mitigate geographic isolation and the paucity of domain specific professional development. The study participants were five ECAs and the CoP facilitator who were New Zealand primary science education specialists. High quality pre-service science teaching is important as it effects graduate teacher’s confidence and efficacy in teaching primary science. Data from semi-structured interviews was thematically analysed using themes derived from Wenger-Trayner and Wenger-Trayner’s (2015) CoP components of community, domain and practice. Findings showed that creating a warm environment that fostered authentic conversations was crucial in the success of the CoP. The connections generated within and from the CoP allowed participants to build an identity as a science academic. The facilitated conversations allowed participants to develop domain specific understandings, research capabilities and aspirations and hone their teaching practice. Upon reflection, it was recognised there was a stronger emphasis on research development. A need to include a deeper focus on teaching practice in these conversations was identified as a way to promote consistent practice across universities and enhance the experiences of pre-service teachers.