Regulatory Sciences courses taught in an online asynchronous environment pose challenges for sustaining student engagement and encouraging active learning. Impediments include limited contact with the instructor and classmates, inadequate interaction with learning materials, content that can be ever-changing, and limited tools for assessing student learning. Therefore, an online program's instructional design team must create learning content that supports active learning to overcome communication barriers, employs creative interaction with the course materials, and provides for inventive student assessments to maximize student learning utilizing tools both inside and outside of the LMS. It is the purpose of this paper to describe the current learning environment for graduate-level students in an online Regulatory Sciences Program at the University of Georgia. This exploration involves identifying existing learning impediments, examining the selected learning and design theory that enhances student engagement, constructivism, and providing active learning design strategies to solve these instructional challenges.