An unconference foregrounds informal, collaborative, participant-generated exchanges of information. Originally associated with technology firms and startups, unconferences are increasingly being held on topics like professional development in education. This paper discusses an unconference convened at Santa Barbara City College on online pedagogy for educators in the California Community College system. A pre-conference survey showed that most participants were unfamiliar with the unconference model, though the event was well-matched with participant goals. A post-conference survey suggested high levels of participant satisfaction and the desire to participate in similar events in the future. Problematic aspects of the event included a high rate of non-attendance and a lack of consistency amongst workshop facilitators. To ameliorate these issues, it is advised that participants be charged a small registration fee and that workshop facilitators receive formal training in advance of the event. It is also suggested that longitudinal analysis be conducted on the effect of unconferences on teaching strategies and student outcomes. For administrators, an unconference is a low risk but potentially high-reward forum that increases collaboration between faculty and potentially improves student success. Overall, the paper demonstrates the usefulness and potential drawbacks of using the unconference model as a means of professional development for community college educators.