Around the globe, people with HIV/AIDS are increasingly those who are most marginalized within their societies and with least access to health education and prevention efforts. Rising HIV infection rates within underserved populations demonstrate a vital need to critically reflect upon the nature and practice of HIV/AIDS education and prevention. Online learning is increasingly being used as a way of bridging gaps of space and time between health educators/ providers and training resources. While the majority of the literature cites little or no difference in learning outcomes between in-person and online courses, the processes by which students learn in these two teaching mediums are markedly different. It is essential to identify those aspects of online education that promote critical reflection so that they can be incorporated into the best practices of distance learning and used in training future health educators and providers. This study examines discussion forums of online AIDS education courses conducted as part of a graduate level health education program. It explores the nature of critical reflection in online discussion forums, details the ways in which students engage in reflection, and makes recommendations for fostering reflective thinking as part of asynchronous health education training. (Contains 1 table.)