The recent face‐to‐face school closures due to COVID‐19 pushed teachers to quickly move their instruction online and support their students remotely. Whilst there has been a considerable push for technology integration in schools in recent years, there has been little focus on how to prepare teachers to teach online given that traditional schooling is based on a face‐to‐face delivery. As a result, many educators do not have adequate resources and preparation to support high quality and thoughtful remote learning. One way to quickly build teacher capacity is through the use of Massive Open Online Courses (MOOCs) which can provide access to professional learning at scale. In this paper, we describe a mixed methods study from a MOOC designed to provide educators with knowledge on how to support their students and create a community of learners in remote learning contexts. Specifically, we share findings on teachers’ biggest challenges of teaching remotely, perceptions of the impact of MOOC on their ability to teach remotely, and MOOC participation data. We discuss implications of these findings on the design and delivery of MOOCs for teacher professional learning, in general, but also how to develop teacher competencies for effective remote instruction.