A number of questions evolve around the best mechanism for using technology to support families and give voice to their special needs and interests across the life course. In this article we describe the processes involved in developing a longitudinal online data collection system and building an online community - namely, the Connecting Michigan Families Program. This project is a collaborative effort among families in thirteen Michigan counties, Michigan State University Extension and county Extension professionals, and MSU faculty and students. We emphasize the processes and lessons learned in engaging families and county Extension educators in a shared vision of the value of sustained online data collection and online exchanges of family knowledge and experiences. We also address the challenges and successes of such a collaborative effort, as well as implications for research and practice. There are many unanswered questions about the role of the Internet in a) family resource management and decision-making; b) the interactions between family and social capital; and c) enhancing family resilience processes. While research is beginning to emerge which describes how families use the Internet for knowledge acquisition, this study is unique in its attempt to engage families as producers and consumers of knowledge, in addition to being partners in the process of developing an online community.Project SummaryThe project summary is divided into two sections. The first section provides a brief description of the project in its early stages - Phase I. The second section describes Phases II and III.Phase I: Connecting Michigan Families ProgramThe purpose of the Connecting Michigan Families Program (CMFP) was to study the formation of social capital inherent in the development of an Internet-based community of families, local practitioners, and campus collaborators. The premise of this on-line community was to provide an opportunity for Michigan families to voice their interests and concerns, and to be heard by other families, community stakeholders and state decision-makers. Survey topics were created by input from families, and survey questions were phrased to provide insight into the issue of family resilience.Focus groups were conducted during Phase I in three Michigan counties in order to build trust, determine needs relevant to Michigan families, determine resources and barriers that could affect project participation, and to generate participant-driven topics for online surveys. County Extension educators worked directly with families to build rapport, establish buy-in, and maintain communication and feedback loops. They also assisted families with technological issues. During this phase, two pilot online surveys were conducted on topics determined during the initial focus groups.Lessons learned and feedback from families involved in Phase I informed the development of Phases II and III. Families indicated that a) they valued having a voice and sharing with other families; b) they wanted a more interactive website with instant access to survey results; and c) they wanted opportunities to interact online with other families and university experts on family issues.Though Phases II and III are distinctly different and are described separately, it is important to note that they are being developed simultaneously in order to complement the process of engaging families. While engaging families has remained a key priority in the project's development, it was apparent in Phases II and III that engagement with Extension educators was equally important, and required a unique approach.Phase II: Family Resilience StudyThe purpose of the Family Resilience Study is to determine whether and how engagement in the development of an online community will enhance family resilience processes. A discussion of the conceptual framework is presented first, followed by a brief discussion of related literature and a description of the family resilience study. …