When the COVID-19 pandemic moved teaching and learning to remote and virtual spaces, teacher professional learning moved online as well. To create consistently high-quality teacher learning opportunities, many online asynchronous approaches need improvement, and they need to be tailor-made for the online setting. That was the authors' goal when designing and implementing Video in the Middle, an online professional learning program for middle and high school math teachers. The authors have learned that they can effectively embed evidence-based elements of in-person professional learning--such as the use of classroom artifacts, facilitation structures, and opportunities for teacher interaction--into an online asynchronous program. This allows districts and schools to personalize the professional learning to their educators' specific needs without the logistical barriers of scheduling and transportation.