Secondary school students and teachers located in remote areas are faced with barriers to educational access not seen in denser population areas. Students cannot access teachers of specialised subjects and teachers in remote locations have limited professional learning and development opportunities. Virtual clustering of local, small, rural schools using video conferencing and collaborative networks is one of the approaches adopted by some schools to overcome the barriers. Although the use of ICT for forming a collaborative cluster seems a good strategy, self-sustainability of the clusters initiated and led by the community of schools from the grass-roots level remains a problem and has generated potential for a knowledge gap. This qualitative case study research intended to identify the inhibiting factors that challenged the development of C-Net as a self-sustaining Learning Exchange cluster in New Zealand. The process of Translation from Actor-Network Theory has been used to report the findings.