The authors share findings, insights, and implications from "Going Virtual! The Status of Professional Development for K12 Online Teachers," a 2007 report supported by the North American Council for Online Learning (NACOL, now known as iNACOL). The authors conducted a national survey of 259 K-12 online teachers, administrators, and professional development trainers to gain baseline information on the status of K-12 online teacher professional development. This paper provides three main insights from the study: the influence of evolving context on professional development; the broad continuum of professional development practices & models; and global and situation-specific professional development needs. It discusses implications for K12 online teacher professional development practice, policy, and research. (Contains 8 tables and 1 figure.)