AbstractToday three‐fourths of those enrolled in undergraduate programs are nontraditional students, defined by the National Center for Education Statistics as adults with one or more of these characteristics:delayed enrollment into postsecondary education, attended part time, financially independent, worked full time while enrolled, had dependents other than a spouse, was a single parent, or did not obtain a standard high school diploma. I have been teaching online world religion courses for nontraditional learners since 2004 (64 courses, totaling over 1000 students) at the University of Wisconsin Oshkosh (UWO) while also teaching full‐time in the classroom at Ripon College in Ripon, WI. This paper describes the pedagogical methods I have employed to maximize student learning in online courses. It summarizes my own learning experiences from teaching online at UWO and describes how online teaching has impacted my face‐to‐face classroom instruction at Ripon College.