Geographers have long been concerned with critical pedagogy and, more recently, with online education. Feminist scholars, too, have been concerned to bring feminist principles into the online teaching and learning environment. This chapter is motivated by curiosity about what a feminist geographical analysis of professors becoming media producers in the service of online education might reveal. I consider the following questions: Is a view of online teaching through the lens of femininity and care work useful? What is distinctive about teaching geography concepts (e.g., mapping) in an online feminist mode? Is online teaching more labor-intensive than on campus teaching? Does the ability to teach from anywhere afforded by teaching online contribute to the devaluation and invisibilization of online teaching efforts? I address these questions through engagement with the feminist geography literature on teaching and learning in online environments. The arguments are illustrated with experiences in undergraduate courses, with diagrams, charts, and a sketch. The chapter concludes with three ideas for additional research.