This paper highlights the growing need for the provision of discipline-based flexible online courses for teachers in Higher Education as well as acknowledging the significance of interdisciplinary cooperation in this endeavour. It describes the approaches taken in designing and delivering these courses and discusses some of the challenges inherent in developing, implementing and evaluating such discipline-based Higher Education courses, through examining the Graduate Certificate in Law Teaching (GCLT) Course in the Faculty of Law at Monash University, Australia.