In a revised, fully online Master of Education in Reading program, four instructors worked collaboratively to design online courses, share student data, plan collaboratively, and refine curriculum processes. This presentation describes the program design, the collaborative and iterative process of online course design, two different instances teaching in the program, and reflections on improvements moving forward. While this session focuses on a Reading program, results of this collaborative self-study will apply widely – particularly in smaller programs or newly revised programs.