Providing effective mathematics instruction to learners with disabilities is challenging enough in a classroom. Providing the same level of high quality instruction can be more difficult in an online environment. This article describes an effective use of virtual tools for mathematics that can both engage students and provide the supports they need to learn the material. Throughout the article, the authors follow Tim's transition from teaching in his classroom at school to implementing his lesson plans through an online portal. A discussion of the concrete-representational-abstract methodology and explicit instruction adapted to use in an online environment guides recommendations.