Reformed Theological Seminary's Virtual Campus has successfully taught the biblical languages online since 1999. This article describes the theoretical principles that underlie the design and asynchronous delivery of online Greek and Hebrew to part-time adult distance students. The structure and administration of the courses is discussed, as well as how the students interact with their instructor and with the material. The fields of Adult Education, Learner Autonomy, and Distance Education suggest that online students must learn differently than traditional in-class students by being more responsible for their learning. Research also suggests that online instructors must teach differently, assuming a role more like a learning coach. Finally, the literature suggests that institutions must interact with distance students differently than traditional in-class students. The article concludes with a definition of "success" in these courses and description of the time commitment expected of faculty in these courses.