The systematic segregation of students into class and year level groupings does not naturally support collaboration and project-based learning. At the same time, the Internet has enabled global social networking which has proven to be a source of engagement and an effective enabler of revised professional practices and artistic collaborations. From 2004 - 2008 a research project developed and interrogated a pedagogically embedded online whole-of-program community designed to reflect the sorts of knowledge sharing structures occurring in professional workplaces through the vertical integration of knowledge, skills awareness and professional attributes in students. Vertical integration in the context of Music Technology curricula is herein defined as the coordinated, purposeful and planned system of sharing teaching and learning roles, linkages and activities in the delivery of education and training across all learner stages. The focus of this paper is on some of the outcomes of the five-year study rather than the processes in development. It is shown that a whole-of-program discussion board, when blended in a face-to-face curriculum, can greatly assist the vertical integration of students in the program, fostering engagement in intellectual and practical pursuits that may be unfamiliar to them, but which they are likely to encounter in their professional careers.