Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online format, which calls for an understanding of teacher roles and the competencies prompted by this paradigm shift. A lack of understanding of the pedagogical transformations required by online teaching could lead to teacher stress. The purpose of this study was to understand the extent to which educators teaching in K-12 online settings in Ohio are equipped to work in such environments by relying on specific competencies and skill sets. This understanding would then enable the development of programs designed to address their professional development needs.