In the past decade, providing language instruction via computer-mediated communication (CMC) has seen tremendous growth throughout the world. With this increase in asynchronous instruction have come questions concerning the role of the instructor as it determines the quality and impact of learning and of what optimal faculty development might consist. This study addresses the question: Can simulated instructional conversations using CMC be used effectively in faculty professional development? An online professional development course for foreign language higher education faculty was designed, implemented, and its processes and outcomes documented and examined. Results indicate that readings, discussions, simulated practice, and reflections concerning engagement in instructional conversations can indeed foment awareness of the anatomy of effective online instructional conversations for foreign and second language instruction. A list of course readings and the participant questionnaire are appended. (Contains 2 notes.)