Online learning has assumed a mainstream role in health professions education. Everyone seems to be doing it—but are they doing it well? What are the unique affordances, requirements, and best practices that should be considered when planning and implementing faculty development using internet-based technologies? After reviewing available evidence, this chapter will present advantages and disadvantages of online faculty development, summarize evidence-based principles of instructional design for online learning, highlight emerging best practices for online delivery modalities, and provide several examples of effective and innovative online faculty development activities. It will conclude with a brief comment on evaluation and research.