In response to teacher shortages around the country, the number of virtual personnel preparation programs has grown dramatically over the past few years. Many of these programs have been created in order to assist in the preparation of special education professionals in a variety of specializations, including high incidence disabilities (e.g., specific learning disabilities), low incidence disabilities (e.g., autism, visual impairment and blindness, hearing impairment and deafness), early childhood and secondary transition. New and improved technologies continue to emerge and, as a result, virtual education has evolved significantly over the past decade. For example, current interactive capabilities of the Internet offer far more flexibility than the closed circuit television of the not-too-distant past. For the purposes of this article, virtual education is defined as instruction in a learning environment where the teacher and the student are separated by time, space, or both; and the teacher provides course content via course management applications (e.g., Blackboard), multimedia resources, Internet, video conferencing, or other alternatives to traditional face-to-face education. The purpose of this document is to: (1) provide a brief overview of current research on virtual post-secondary education, particularly as it pertains to the preparation of special educators; and (2) describe the features of a variety of virtual personnel preparation programs for special educators based on interviews with program representatives from five states. (Contains 1 table and 1 footnote.)