Developing a course for online instruction requires content knowledge and understanding of the interactivity, technological requirements, and possibilities in the asynchronous environment. Using a case study method, the researchers investigated the development of an online humanities course by a team of faculty and instructional designers. Data were collected through observation of face-to-face planning meetings, document analysis of group postings at the online site, and interviews with the team members. Using Berge's typology of online facilitator roles and Stark and Luttuca's framework on academic plans, this study examined the roles assumed by team members and the curricular decisions.