Accelerated by the COVID-19 pandemic, graduate health programs have undertaken greater utilization of online learning, utilizing synchronous and asynchronous online lectures as a replacement for traditional face-to-face instruction. Although supported in previous literature as a method at least equally effective to traditional learning, online learning has been a source of frustration for students and instructors expecting face-to-face instruction. In a traditional or online setting, effective adult education necessitates accommodation for the unique needs of adult learners. Additionally, when transitioning content from a face-to-face style of delivery to online delivery, the intricacies of the online medium must be addressed. This article seeks to explore how principles of andragogy have been implemented in graduate health programs in response to the COVID-19 pandemic.