Online learning has become an important component of the higher education landscape in the United States. However, faculty are often either ill-prepared in using cutting-edge educational technologies in the classroom or have reservations about online teaching. Mishra and Koehler’s (2006) Technological Pedagogical and Content Knowledge (TPACK) model, often used in K-12 settings to describe the role of technology in the pedagogical process, can be adapted to meet the professional development needs of faculty. The model we propose, TPACK-ConK, adds another layer of knowledge, context knowledge, to the model in order to account for the specific professional development needs of faculty in higher education. TPACK-ConK can be used by Centers for Teaching and Learning to better construct professional development for faculty engaged in online teaching.