This research is a narrative which explains the development of a fully online master's program in education at a major public university. It was established in 2014, more than 6 years prior to the COVID pandemic. We asked our teachers and online faculty team to describe the characteristics of a successful fully online graduate program. Teachers wanted a graduate program that was fully online, asynchronous, and rigorous. The program focused on diversity and social justice in schools integrating issues of social oppression such as racism, sexism, classism, ableism, homophobia, and needs of English learners. Educators appreciated having university faculty who cared and supported them in their studies. Also the graduate program described offered a master of arts in teaching in a full year. This made the degree achievable. The program provided courses in K--12 virtual teaching so that teachers could learn how to utilize remote education in their classes by participating in a fully online master's degree and developing virtual strategies that they utilized in their own classrooms.