This study seeks to identify common factors that leaders in online instruction consider most critical to successful teaching and learning at a distance. A quantitative and qualitative analysis of the teaching philosophy narratives of the nominees for the "University System of Georgia Regents' Teaching Excellence Award for Online Teaching" was conducted. The total number of times a concept was mentioned and the percentage of nominees who cited each concept were computed. The results indicate the relative importance of each concept to these leading practitioners in the field. Rapport, design, engagement, feedback, research, and course improvement emerged as some of the most commonly cited themes, and these correspond with the literature review of best practices for online instruction. However, these instructors also emphasized course content as a significant element, even though this concept is less prevalent in the literature. The emphasis on content by these nominees underscores the importance of this theme and suggests that content is a factor that should be carefully considered in online instruction.