Many universities and faculty members are exploring the potential of online learning. However, while it is increasingly likely these faculty members will have students with disabilities, most instructors have little or no experience teaching such students. In addition, there are almost no models for training faculty to design and implement accessible cyber learning in higher education. This is especially true when classes include students from multiple disability communities simultaneously (e.g. Deaf and hard of hearing, blind and visually impaired, and mobility impaired), as well as students from multiple developing countries. This paper addresses those limitations by presenting the Accessible Cyber teaching Training (ACT) Model. Data come from the pilot developed for the first masters program focused on global disability policy in ASEAN. It also stems from the IDPP's commitment to designing, disseminating, and evaluating best practices in online learning for 'All'. The paper includes key evaluation components and recommendations for future research.