With teacher shortages in both general and critical needs areas and constricting operating budgets, it is important for Colleges of Education to develop methods of providing alternative certification programs to reach larger segments of the population. One method of increasing the scope of potential preservice teachers is through the development of an online certification program. However, with such a program, a number of challenges related to effectively monitoring student's classroom teaching experiences exist. This study examined the results of a project providing interns with two forms of a technology-mediated, remote observation program with the objective of overcoming cost-related barriers to geographic dispersion of interns, while maintaining quality controls. In this paper, we will discuss the design, development, and implementation of this program. Specifically, we will compare issues related to intern satisfaction, observer satisfaction, learning effectiveness, and cost-effectiveness for both face-to-face and remote graduate intern observations. In addition, we will explore similarities and differences in two alternatives to remote observations, synchronous and asynchronous, as possible solutions for cost-effective expansion of teacher licensure programs. (Contains 6 tables.)