The central ideal of this exploration is to explore how online literacy is changing both preceptors and the teaching profession in advanced education. As part of this investigation, I delved the impact of online teaching on the professional personality of preceptors who have transitioned to the online classroom. I also considered the part played by technology in this process. Previous exploration has shown that developing a stable teaching personality is a crucial element in schoolteacher retention (Danielewizc, 2001), as well as a critical contributor to success and effectiveness in the classroom (Alsup, 2005; Day etal., 2006). I contend that a stable teaching personality is inversely important for online preceptors. Alsup argues that, when brazened with circumstances at odds with important aspects of their beliefs about teaching and literacy, preceptors initiate a process of professional uniqueness renegotiation in order to resolve the conflict caused by the discordant circumstances at hand (Alsup, 2005). This is likely to be particularly true for online preceptors. A teaching and literacy experience deprived of face-to- face relations is a major source of conflict. In order to successfully acclimate to the unique conditions of the online classroom, preceptors need to rethink beliefs and values about what it means to be a schoolteacher, both virtually and theoretically.