Technology is becoming an integral part of teaching and learning in schools. This thesis explored the use of a wiki, a collaborative editable webpage within physical education teacher education. An interpretive inquiry investigated the perceptions of a cohort of 28 final year physical education teacher candidates (PETC) through an online group project. The objective of the assignment was for PETC to develop deeper understanding of the Teaching Games for Understanding (TGfU) approach. Information collected from reflective journals, writing samples and focus groups identified both enabling and constraining factors this wiki brought to the wiki project. Data analyses confirmed that the wiki facilitated collaboration among group members, improved writing skills and enhanced deeper understanding through scaffolding of one’s own ideas as well as those of others. In their efforts to work collaboratively, the students realized that establishing roles and responsibilities and creating more opportunity for communication were necessary ingredients for learning.