Purpose/Objective: The purpose of this study was to investigate school nutrition directors' (SNDs) previous experience with web-based training (WBT), interest in utilizing WBT within 14 functional areas, and logistical issues (time, price, educational credits, etc.) of developing and delivering WBT learning modules. Methods: A survey was developed based on a previous qualitative study exploring SNDs opinions and perceived benefits and barriers regarding WBT. A random sample of 700 SNDs equally stratified by United States Department of Agriculture regions was used. Survey responses were analyzed using descriptive statistics, Chi-square and one-way ANOVA tests. Results: A total of 210 (30%) usable surveys were returned with adequate representation of SNDs with varying educational achievement, certified/credentialed status, and geographical location. Although the majority (57%) of SNDs reported previous experience with WBT, experiences were mostly limited to basic tasks and relatively few SNDs had interacted with an instructor or earned education credits through WBT. Benefits of WBT outnumbered barriers. The most frequently identified benefits included completing the training at anytime, self-directed learning, not traveling, and financial savings. Barriers included technology issues or computer problems and lack of interaction with an instructor. In total, 95% of SNDs indicated they would participate in WBT. Forty-eight percent of SNDs indicated the importance of earning credits for WBT, while 45% of SNDs would complete WBT regardless of earning any type of credit. On a 5-point scale ("1=very disinterested", "5=very interested"), WBT interest ratings were above 3.4 for all functional areas. Although 83% of SNDs would complete WBT at work, there was uncertainty whether their organizations would provide workday release time to participate. Applications to Child Nutrition Professionals: Overall interest and support for WBT is high among SNDs. If barriers and logistical concerns are properly considered, SNDs would participate in WBT to meet their individualized learning needs and to enhance their professional development. (Contains 4 tables.)