A fall 2021 Urban Institute survey of college instructors in online and hybrid career and technical education programs conducted as part of the CTE CoLab initiative found that instructors have a range of perspectives and understandings of racial equity. They need time, bandwidth, and compensation to engage with professional development resources that help them teach online and meaningfully embed racial equity into the online classroom. Programs and institutions can build trust and confidence in how issues of equity and race are discussed and addressed among faculty, staff, and administrators. They can also more explicitly consider equity in their hiring decisions. In addition, students need support with digital access and basic needs, even in online learning settings. Instructors can increase awareness of where to direct students for support. Finally, programs and institutions can better support data-driven decisionmaking.