Few online high schools report requiring online education for their teachers, and few programs exist to prepare teachers to teach online (Smith, Clark, & Blomeyer, 2005). Professional development for online teachers continues to be a concern, and evaluative research that examines the effectiveness of various types of professional development is needed (Archambault & Crippen, 2009). The purpose of this exploratory study was to compare differences in online teachers' self-reported frequency and confidence in performing online teaching tasks between teachers who had completed a comprehensive preparation program and teachers who participated in a one-day face-to-face workshop. Results found no differences between the groups and challenge conventions related to the nature and role of teacher preparation in online teaching. (Contains 4 tables.)