This article explores some key attributes of effective online tertiary educators. Using qualitative research methods, data were collected via semi-structured interviews which were conducted with a small sample of university academics in New Zealand and Australia, and analysed using an inductive approach and open and closed coding techniques. In this particular study, the term "attribute" was interpreted broadly to include any quality, feature, or pedagogical action attributed to an effective online tertiary educator. Results from the analysis identified the following five attributes: effective online teachers avoid a didactic approach, vary their pedagogy, use productive failure, facilitate the learning process and provide a seamless structure. Given the limitations of the study (small sample size, lack of student views), the findings cannot be generalised without further work, but do provide some information about key elements which may support innovative adaptions to the teaching and learning process in an online space.