Online professional learning approaches are positioned as a key way to support the knowledge and practice of the early childhood workforce. Within the research literature, however, limited attention has been given to early childhood teachers' perceptions of, and experiences with, online learning programs, particularly those using asynchronous content, such as video exemplars and distance-based coaching. To address these issues, two research studies are presented. In Study 1, 10 preschool teachers reflected on a series of exemplar videos designed to highlight quality early writing practices that were to be part of the online learning modules. Findings from Study 1 reveal teachers' appreciation for (a) short but focused videos that included diverse teachers, (b) subtitles and voiceovers that pointed to the learning principle to be understood, and (c) recommendations for improving videos. In Study 2, 18 Head Start teachers engaged with online learning modules that contained exemplar videos, practice-based learning experiences, and virtual, asynchronous coaching for one month to address questions of usability and engagement. Findings from Study 2 reveal that teachers strongly agreed that the online module system was useful and easy to navigate and contained sufficient content to support teachers' understanding of approaches to support children's early writing development.