This thesis presents the findings from a study that explores in what ways the pedagogical tools in an online teacher education programme can facilitate a sense of belonging and social presence. In particular it explores the individual contribution of pedagogical online tools in relation to this. The research data was gathered using a mixed methodology. Qualitative data was gathered from questionnaires sent to six participants of the online teacher education programme that were then analysed to identify common themes, patterns and difference in participants perspectives. Quantitative data was collected by analysing the contributions of each of the six participants in specific computer mediated communication forums using Garrison and Anderson’s (2004) social presence and indicators framework across two papers of this online programme. There are two key findings evident in the data of this study. The first is that pedagogical online tools can facilitate a sense of belonging and afford social presence in an online community of learners. However, each tool has different affordances. The effectiveness of their use depends on the way they are supported and used by the lecturer. Secondly, each participant had a different perspective on the affordances of each individual tool in their usefulness for fostering a sense of belonging and social presence. This was of particular interest as it indicates that one tool can afford a diversity of factors that may have a particular resonance with individual participants. The findings highlight the importance of lecturers needing to take into account the different affordances of online tools and the different ways that students might use them. Therefore, this study is in a position to inform the development of this and other online teacher education programmes