Online courses are a necessary addition to most graduate education programs. Offering students the option of completing program requirements online makes the program more competitive, convenient, and attractive. Responsible online instructors and program administrators must consider whether or not specific courses that are offered in the traditional classroom setting can be delivered in the virtual classroom to produce comparable student learning outcomes (Aisami, 2007; Trepal, Haberstroh, Duffey, & Evans, 2007). Courses that teach counseling skills and techniques are highlighted in this article, as they require ongoing contact among students, faculty, and clinical associates, and ideally involve role-playing, modeling, and immediate exchange of feedback. Face-to-face evaluation methods are typically employed by faculty in these skills-based courses, often with the use of checklists and rubrics. This article will discuss the possibility of designing similar evaluation methods that would be appropriate and realistic for the online setting, including engaging students in rigorous self- and peer-review assignments (Yang & Chou, 2008). In addition, the use of audio-and video-taped counseling sessions and live media enhancements such as Skype, will be presented as supplements to text-based online courses (Ash, 2011). The goal for counseling faculty and students is to ensure that quality instruction in the virtual classroom results in solid skill development. Demonstration of skill development would be evidenced in the practice of appropriate interpersonal skills, and counseling techniques and strategies within the context of a counseling session. Ethical counseling faculty and program decision-makers interested in producing qualified professional counselors to serve schools and communities will carefully examine the assessment methods employed in online courses to ensure that they are fair and strong enough to accurately measure counseling skill development (Meyers, 2008; Trepal et al., 2007).