Online delivery of university-level courses has grown exponentially in the last decade and is increasingly being recognised as a viable and effective alternative to face-to-face classroom teaching. Many scholars have already written about the benefits and best practices of online teaching in general. However, not many studies have paid specific attention to the online teaching of quantitative courses, which can be vastly different from other courses. In this paper, we attempt to first identify and discuss the set of unique challenges with teaching quantitative courses online. Then, using the experience gained from three different online quantitative business courses taught over a period of eight years at Athabasca University, we examine some of the ways of overcoming the challenges and suggest practices that can enhance the online delivery and effectiveness of quantitative courses. (Contains 4 tables.)