Extending prior research that explores the relationship between contextual factors, engagement, and learning in online settings, this mixed-methods study examines outcomes in a MOOC designed for teachers of English learners (ELs). The study identifies structural and social supports available to some course participants (release time, stipends, participating with colleagues, and having a facilitator who convened face-to-face meetings) and investigates whether these local conditions were significantly related to completion and learning.