Adults use technology as a tool to learn, and the Internet is an important platform for knowledge acquisition. Music students and teachers use interactive websites, online apps, and/or computer programs for learning, feedback, and creative engagement during formal lessons. Anecdotally, more piano teaching is occurring online, but future educators have rarely experienced online lessons. Videoconferencing and online platforms bring music instruction to remote and underrepresented populations, and online instruction can be as effective as face-to-face lessons. Existing technology allows digital or MIDI-enabled acoustic pianos to connect synchronously over the Internet, producing reliable instrumental audio, separate from the video-conferencing platform. Research is needed on how to help teachers transition to the online format, make teaching modifications, and codify best practices in synchronous online piano teaching. Currently, tertiary piano pedagogy and music technology training rarely include online teaching, even though musicians will need to teach online upon graduation. This case study explored a pedagogy student's experience of taking synchronous online piano lessons and identified pedagogical skills needed to transition to online teaching. Online lessons occurred during a ten-week period using the Internet MIDI software program. Data were gathered and triangulated through student and instructor post-lesson journal reflections, in-depth interviews, and observation of lesson videos. The following themes emerged: pre-lesson apprehension about studying piano online, quickly dissipating technology concerns, typical lesson behaviors, and positive opportunities resulting from the technology. The pedagogical experience provided the student with a comprehensive set of strategies for effective online teaching that could prepare future teachers for teaching synchronous online piano lessons.