Implementing collaborative action research (CAR) is recognized as an effective strategy for transforming professional practice through evidence-based methods. How can CAR be carried out online, and how is data collected through digital methods? This case study will address these aspects in the context of a CAR, international professional development (PD) project, which was designed to be implemented in a face-to-face setting in Jamaica but was redesigned to be conducted online due to the COVID-19 pandemic. The three lead researchers/professional development facilitators, two from Canada and one from Jamaica, present a CAR framework for online professional development and discuss the methodological and practical challenges experienced during the virtual implementation of the CAR. The goal of the project was to support university faculty who were teacher educators enhance their teaching practices. The PD supported them to incorporate inquiry-based learning in teaching, and they were provided with guidelines for conducting action research on personal teaching practice. The case study provides insights into the affordances and limitations of digital technologies for conducting CAR online and collecting data, and it sheds light on some of the ethical considerations and dilemmas encountered during the study. [This content is provided in the format of an e-book.]