Teacher education programs have increasingly embraced online education, and the number of candidates enrolled in distance coursework is rising. In response to changes in delivery methods brought about by this trend, programs seek to deliver content via distance learning options in ways that demonstrate pedagogical best practices. Through an authoethnographic approach, this study reflects on the experiences of two teacher education faculty members, the challenges that they and their students faced, and the efforts they made to improve their online instruction. Faculty identify candidate expectations, prior experiences, and needs with online formats and make recommendations for effective online course delivery.