Background: Telehealth is an emerging technology for the delivery of health care services. Providers need to be trained to maximize the potential benefits for rural and underserved populations. Method: A quality improvement approach to curricular redesign was used to integrate telehealth in a family nurse practitioner program. The intervention consisted of telehealth learning outcomes and a lecture-style presentation in a role transition course. A Plan-Do-Study-Act cycle informed faculty decision making in a small test of change. Self-reported confidence in telehealth knowledge was measured with a knowledge survey to determine whether the change was an improvement. Results: Student confidence in telehealth knowledge increased following the intervention. The change provided an opportunity for faculty to consider additional approaches to integrating telehealth learning experiences in practicum courses. Conclusion: This project provided an improvement framework on which faculty can build and test effective pedagogical approaches to training graduate nursing students on the use of telehealth technology. [J Nurs Educ. 2019;58(1):57-60.]