Delivering MBA statistics in the online environment presents significant challenges to education and students alike because of varying student preparedness levels, complexity of content, difficulty in assessing learning outcomes, and faculty availability and technological expertise. In this article, the author suggests a process model that develops key learning strategies for the online environment and offers accreditation-and literature-based guidelines for overcoming obstacles to successful mastery of MBA-level statistics. Intended for faculty members, administrators, and students with limited experience in online education, the model may stimulate discussion and investigation of successful practices appropriate for teaching business statistics. (Contains 2 tables and 3 figures.)