Online teaching and learning and the need for qualified online teachers are on the rise across the United States. Currently, the majority of teacher preparation programs do not formally prepare teacher candidates to teach online. The purpose of this study was to gain insight into the ways teacher preparation programs are responding to the increasing need for K-12 teachers to be proficient in online teaching. A Web-based, national survey gathered data from 215 participants, mainly deans and associate deans. Participants recognized the need for online teaching, but reported there are too many state requirements from their traditional teacher preparation programs, leaving limited or no room to incorporate new curriculum on online and blended teaching methods. While undergraduate teacher preparation programs have limited or no room for other courses or initiatives, deans of graduate programs were generally more likely to support the inclusion of graduate degrees, optional courses, and/or certificates that prepare teacher candidates to teach online. Implications for teacher education are discussed.