Social work students and faculty are increasingly embracing online education and collaborative teaching. Yet models to support these activities have not been adequately developed. This paper describes how a team of instructors developed, delivered, and evaluated an undergraduate gerontological social work course using a collaborative online teaching and learning model. Our findings suggest that the course model served to: facilitate undergraduate students' use of higher order learning (reflection, reflexivity and application of knowledge to practice), reduce ageism, and provide gerontology training to undergraduate social work students across a large geographical area.