Teacher educators around the globe sought to understand curriculum, cognitive, and affective challenges the distance learning present to practices of teacher preparation both in traditional and alternative routes. Along with content development and content interactivity, promoting and facilitating effective content-focused communication is critically important to the success of an online teacher education course (Andresen, 2009; McCrory et al., 2008). Well-designed and seamlessly implemented content interactivity and content communication significantly contribute to the effectiveness of learning environment in an online course (Testone, 2003; Trenholm et al., 2016). In this chapter, strategies for improving the effectiveness of teacher learning in online maths courses are discussed using the framework for teacher learning engineering (Tchoshanov, 2013).