Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, or legitimate peripheral participants, have been an unknown phenomenon for online learning communities because they usually tend to have less visible ties in the network in which they exist. In this regard, the purpose of this research is to examine lurkers and lurking in online learning environments. For this aim, the research employed explanatory sequential design through a mixed methodology and used social network analysis, semi-structured online interviews, and observation to collect data. The data was analyzed through social network analysis and content analysis and the research findings were interpreted through the lenses both of Community of Practice and of Pareto Law. The research findings revealed that lurking is a complex behavior, or set of behaviors, and there isn’t one reason or why lurkers act the ways that they do in their respective communities. We concluded that lurking is an invisible journey from the peripheral to the core of the community. For a more participatory community, the more active, experienced or visible community members could develop strategies to encourage lurkers to become more active.