The purpose of this practitioner-based self-study was to examine critical race pedagogy (CRP) in online course instruction and design. This was a qualitative study that used narrative inquiry and grounded theory methodological approaches to explore my Africana literature courses taught in an asynchronous online instructional mode of delivery during the Fall 2016 semester. This culminating project was guided by a community of inquiry and critical race pedagogical framework. The first chapter introduces the organization of the study, research problem, and review of the literature focused on online education, CRP in ethnic studies and Africana studies, and community of inquiry. Chapter 2 discusses methodology and my role as a researcher conducting a self-study of my own teaching practices. Chapter 3 presents the findings, narrowing in on a lesson about racial passing. This key chapter highlights student participants in public forums and written reflection assignments. Chapter 4 discusses my journey as an instructor transitioning from teaching in-person to an online asynchronous environment, in particular going through the Quality Online Learning and Teaching certification process. Chapter 5 provides recommendations and future visions for online education and CRP, based on discussions from Chapters 1-4. My goal was to promote online education practices, pedagogy, and programs that are culturally inclusive and representative of diverse student populations within higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]