It has long been understood that a teacher's conception of teaching -- that is, what they believe and know about teaching -- influences their enacted practice. However, it has also been found that enacted practice is affected by teaching context. This small study of online vocational education teachers at a single institution in Australia investigated what factors affect enacted practice in that online teaching context. The study included a quantitative questionnaire of 46 online VET teachers, and qualitative interviews with 11 of those participants. Analysis revealed 13 factors that were indicated as affecting enacted practice in this context. From these findings a conceptual model is advanced whereby two types of teaching context that affect enacted practice are represented. These are (a) the functional teaching context, such as class size and discipline being taught, and (b) the nature and purpose of the education context, such as vocational education. These findings may be of interest to practitioners and to researchers and institutions seeking to support online teachers and leverage the affordances of online teaching contexts.