BackgroundAcquired brain injury (ABI) is a leading cause of death and disability in children and can lead to lasting cognitive, physical, and psychosocial outcomes that affect school performance. Students with an ABI experience challenges returning to school due in part to lack of educator support and ABI awareness. A lack of knowledge and training contribute to educators feeling unprepared to support students with ABI.Teach-ABI, an online professional development module, was created to enhance educators’ ABI knowledge and awareness to best support students. Using a case-based approach,Teach-ABIexplains what an ABI is, identifies challenges for students with ABI in the classroom, discusses the importance of an individualized approach to supporting students with ABI, and describes how to support a student with an ABI in the classroom.ObjectiveThis study aims to assess the usability of and satisfaction withTeach-ABIby elementary school educators. The following questions were explored: (1) Can elementary school teachers use and navigateTeach-ABI?, (2) Are the content and features ofTeach-ABIsatisfactory?, and (3) What modifications are needed to improveTeach-ABI?MethodsElementary school educators currently employed or in training to be employed in Ontario elementary schools were recruited. Using Zoom, individual online meetings with a research team member were held, where educators actively reviewedTeach-ABI. Module usability was evaluated through qualitative analysis of think-aloud data and semistructured interviews, direct observation, user success rate during task completion, and the System Usability Scale (SUS) scores. The usability benchmark selected was 70% of participants performing more than half of module tasks independently.ResultsA total of 8 female educators participated in the study. Educators were classroom (n=7) and preservice (n=1) teachers from public (n=7) and private (n=1) school boards. In terms of task performance, more than 85% of participants (ie, 7/8) independently completed 10 out of 11 tasks and 100% of participants independently completed 7 out of 11 tasks, demonstrating achievement of the module usability goal. The average overall SUS score was 86.25, suggesting a high satisfaction level with the perceived usability ofTeach-ABI. Overall, participants foundTeach-ABIcontent valuable, useful, and aligned with the realities of their profession. Participants appreciated the visual design, organization, and varying use of education strategies withinTeach-ABI. Opportunities for enhancement included broadening content case examples of students with ABI and enhancing the accessibility of the content.ConclusionsValidated usability measures combined with qualitative methodology revealed educators’ high level of satisfaction with the design, content, and navigation ofTeach-ABI. Educators engaged with the module as active participants in knowledge construction, as they reflected, questioned, and connected content to their experiences and knowledge. This study established strong usability and satisfaction withTeach-ABIand demonstrated the importance of usability testing in building online professional development modules.