Students with disabilities are included in the nearly two million students who attend school online (Queen & Lewis, 2011). Like many families, parents of children with disabilities are increasingly considering online schools as an option for their child's education. Online schools may be more attractive to parents of students with disabilities for several reasons--including the personalized nature of this type of schooling, the advantage of remaining home, the ability to allow students to work at their own pace, and supporting students in a nurturing environment away from the social and behavioral challenges of brick-and-mortar schools (Thompson, Ferdig, & Black, 2012). The purpose of this article is to explore a changing set of competencies for a successful transition to online teaching in a virtual school. Although students are enrolling in both the blended and fully virtual experience, this article will concentrate on virtual schools that have experienced increased enrollment of students with disabilities in the elementary grades.