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Communities of Learning (CoL) have become a popular methodology for organizational training initiatives (Rehm, 2009). While such communities allow employees to collaboratively upgrade their knowledge and skills, they also enable participants to get in touch with colleagues from all over the world (de Bruyn, 2004). Nonetheless, in order to become an effective educational resource, they also need to be cherished and protected (Paloff & Pratt, 2003). Yet, previous research has largely neglected the impact of facilitators on CoL for working professionals. The present study addresses this lacuna by conducting an exploratory examination on the role of facilitators in CoL of a global training program for an international organization. Our results indicate that working professionals generally do not seem to require much stimulation from facilitators to participate in discussions. Moreover, we find evidence that participants consider the input of facilitators as an added-value to the discussions, rather than a replacement for their own contributions. By addressing these issues, our study can serve as a springboard for facilitators to design and implement an effective teaching strategy for similar CoL in the future, thereby contributing to the overall quality of participants’ learning experience.