This qualitative study was intended to explore the roles that an early childhood instructor undertook in a virtual learning environment. Throughout three consecutive semesters, multiple forms of data collection techniques were employed, including: field notes, teacher-student online interaction, the course design, students' online submissions, e-mail communication between the instructor and students, and the end-of-semester course surveys. The collected data was analyzed qualitatively and involved an inductive process. The findings reveal that the e-instructor took on a plethora of roles characterized horizontally by two categories: Pedagogical Efficacy (8 roles) and Affective Promotion (19 roles). These roles were also set apart vertically by three distinct stages: Course Development (7 roles), Course Delivery (18 roles), and Course Completion (2 roles). (Contains 1 table and 4 figures.)