Abstract: This research is a self-study of a teacher educator's mathematics methods course development in an undergraduate program for elementary pre-service teachers. The teacher educator (TE) worked with an instructional designer throughout an academic year to develop three sections of online elementary mathematics methods courses. Data consisted of instructional changes throughout the year as demonstrated by the teacher educator’s planning documents for synchronous learning sessions and self-designed asynchronous modules. Qualitative analysis led to three themes: (1) Through exploration of new technologies, the TE translated ideal images of teaching face-to-face into achievable online learning experiences; (2) Revisiting instructional goals led to an increased use of web 2.0 tools outside of the learning management system; and (3) The TE made changes that reflected increased coordination of asynchronous and synchronous learning throughout each course iteration. The findings are considered through the lens of Technological Pedagogical Content Knowledge and implications for instructional faculty developing online courses are discussed.