In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with Information and Communications Technology (ICT) and its use as a key component of their pedagogy. The aim of the project was to examine the advantages of online modes of professional development where an online network of teachers was built without any face-to-face contact and where the approach for professional development was personalised and self-directed. Six geographically removed schools in Queensland were involved, with twelve teachers participating over the school year supported by a mentor. A Social Networking Site- wall.fm was used to facilitate private and public communication. Findings reveal that if demand driven dialogue and a sense of presence is created to support the development of an online network it can sustain engagement without the need for face to face interaction, and that varying levels of instructions are required of the mentor to support teachers’ personal agency within a self-generating professional development model.