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Research examining the administration, evaluation, and continued implementation of technology-based nutrition education interventions for low-income populations is lacking. This dissertation evaluated the implementation of Food eTalk, a statewide online, self-paced nutrition education program. Implementation occurred in various community- and clinic-based settings serving low-income Georgians eligible for the Supplemental Nutrition Assistance Program Education (SNAP-Ed). The goals of this study were: 1) to determine the current status of and needs for online eLearning nutrition education resources among the low-income Georgian population from the perspectives of community- and clinic-based personnel, 2) to understand the perspectives of program facilitators regarding the process and feasibility of implementing the eLearning nutrition education program, Food eTalk, in their professional setting and to the communities they serve, and 3) to identify facilitators and barriers of Food eTalk implementation in relation to program participant activity measures. A longitudinal, mixed-methods design was employed using a statewide online survey to gather preliminary data, pre- and post-implementation interviews among Food eTalk facilitators to understand perspectives of online nutrition education programs before and after program administration, and tracking of program usage data before, during, and after implementation. Results of the statewide survey showed the availability of online nutrition education resources to SNAP-Ed-eligible adult audiences in Georgia and interest in additional eLearning opportunities among survey respondents. Pre-implementation interviews revealed the influential factors that community- and clinic-based representatives consider when envisioning the implementation of an eLearning nutrition education program for their low-income clientele. Studying the process of Food eTalk implementation in a variety of settings provided insight into effective implementation models of the program while allowing organizational tailoring of the approach. Facilitators found the program to be a feasible way to continue providing nutrition education to their participants during COVID-19, but the self-paced nature of the program challenged program retention. Integral elements for future implementation and dissemination efforts include goal setting, flexible and novel engagement strategies, and communicative efforts between administrative staff and facilitators. The findings of this project provide a basis on which to build implementation toolkits for the future implementation of online, self-paced nutrition education programs for low-income audiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]