The purpose of this study was to obtain consensus from selected experts on the characteristics, teaching strategies and support structures of innovative health science educators. This study is guided by the following research questions: 1) what do experts identify as characteristics of innovative educators; 2) what do experts identify as effective teaching strategies of innovative educators; and 3) what do experts identify as the necessary institutional structure and/or factors to support innovative educators? The expert panel of participants was comprised of faculty who have won or received institutional awards for innovative teaching in the field of health science education, within the last two years, as voted on by their peers and colleagues. The research method consisted of an online, modified Delphi (e-Delphi) technique to develop consensus. Two rounds of the Delphi were completed. Consensus was achieved in a round if the mean was 6.0 or greater and the percentage of the experts who rated an item positively (i.e., 6 = Very Important, or 7 = Extremely Important) was 80 % or more. At the end of Round Two, the panelists reached consensus on nine characteristics of innovative educators, five teaching strategies of innovative educators, and zero factors to support innovative educators. Insights into teaching and learning in the health sciences are derived from both the items that achieved consensus and from those that did not. The findings of this study have several implications for faculty developers, instructional designers, and educational support personnel.