In the K-12 2010 report by the President's Council of Advisors on Science and Technology, the term "deeply digital" referred to comprehensive instructional materials for STEM education that "would use simulations, probes, multimedia, and other digital resources as needed" (p. 80). When used in a broader sense, deeply digital curriculum can be imagined as education delivered using mainly digital instructional materials. As the term "migrated" to areas of education beyond K-12 STEM, specifically the context of online education could be considered, by its own nature, a manifestation of deeply digital curriculum. The question remains, is all online education really deeply digital? This article proposes that there are different levels of "digital" aspect in online education. In addition, when analyzing practices and experiences in online education, other questions arise. What is deeply digital curriculum and why do we want it? What are the pedagogical implications of implementing deeply digital curriculum? The goals of this article are to address these terms and share some reflections on digital curriculum from the perspective of a higher education professor who has extensive experience in online education.