Current US policies call for a child care teacher workforce that can support program quality and enhance infants', toddlers', and preschoolers' learning and development. Given minimal state pre-hire requirements, this context has implications for the workforce's in-service training. Yet, there is limited research on who participates in training, the focus of what is offered, and variations in participation rates across topics. Also needed is a better understanding of the role online training might play in meeting the workforce's in-service needs. To address these interrelated issues, I present descriptive analyses of a convenience sample of aggregate data from a US-wide online child care training provider. Enrollees' ages and education levels reflect the larger child care workforce. The majority of the offered training is at the beginner level and 1 h in duration. Since 2010, enrollees completed an average of 10-12 online training hours annually. Roughly one-third of the completed training was related to planning a safe, healthy learning environment. These findings suggest the need for more rigorous research on child care workforce participation in training, particularly related to the extent to which online training can respond to policies aimed at enhancing workforce capacity to support program quality and young children's learning and development. (author abstract)