Meeting the required linguistic standards through performance in the IELTS (International English Language Testing System) test is vital for many individuals’ academic or work ambitions in English-speaking environments. As such, many thousands of prospective testtakers utilise social media, and in particular Facebook, to engage in collaborative test preparation with like-minded peers. However, the online preparation practices of students have yet to receive scholarly attention in the form of ethnographic observation, unlike the teacherled IELTS preparation classroom (see Hayes & Read, 2008; Mickan & Motteram, 2008; Pearson, 2018). The present study addresses this omission in the literature by employing thematic analysis (Braun & Clarke, 2006) of 2,030 documented posts in five public peer-driven IELTS support and preparation Facebook community groups. The study generated six superordinate themes from the qualitative data concerning how the subjects employed the platform as well as their test preparation priorities and concerns. The most notable findings that emerge were that IELTS-orientated Facebook community groups were important locales for individuals to obtain feedback on written practice compositions, discuss uncertainties and confusions surrounding administrative aspects of the test and approaching test tasks and preparation, and share preparation content. The implications of these and other findings are discussed, and recommendations made.