This qualitative research project used a multiple case study methodology, in connection with observational learning to explore to what degree prospective online secondary teachers achieved an awareness of instructional design strategies as they concurrently observed online instruction in two unique online courses: one with student-centered instructional design strategies and another with teacher-centered instructional design strategies. Inquiry also included how observation of these two uniquely designed online courses affected the same prospective online secondary teachers' sense of readiness to develop an online course. At the conclusion of the observation period, the findings showed that the prospective online secondary teachers acquired a new awareness for instructional design strategies used in online courses that was not present prior to the research study. This enhanced awareness also affected participants' sense of readiness to develop an online course; however, the sense of readiness was limited to conscious awareness of skill sets and did not extend to use or application of skill sets needed to create online instruction. Findings indicate that concurrent observation of instruction in two online courses with individualized strengths, one student-centered and one teacher-centered, can be a positive formative practice for prospective online secondary teachers to gain awareness of instructional design strategies for online courses. Prospective online secondary teachers in the study also recognized the potential of online course development and the need for training in the use of online instructional design strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]