Online teachers often create or edit online courses. In many instances, teachers of the course may modify it for use with their own students (Davis, Demiraslan, & Wortmann, 2007). Some online schools have instructional design professionals to assist with this process, but many do not. Specific skills are needed in online classrooms that may not be as relevant in face-to-face classrooms. In a review of K-12 online school documents, Ferdig et al. (2009) identified five schools in which online teachers lacked instructional design skills necessary for designing, developing, and revising online course content. However, it is not clear which instructional design standards are needed (Keeler, 2003). New sets of skills are needed for high school online teachers, and the term designer-by-assignment helps describe it. The designer-by-assignment is asked to take on the role of both instructional designer and teacher. A valid set of high school online instructional design competencies is needed to provide support and guidance for high school online designers-by-assignment. The purpose of this qualitative Delphi study, through expert agreement, was to identify instructional design competencies that can benefit high school online designers-by-assignment and the instructional design profession.