Despite the explosion of online instruction, there few comparable studies of adaptation by higher education faculty to online instruction. The intent of this study is to better understand the complex faculty adaptation experiences that many faculty go through. Such information in turn will help institutions of higher education to understand the new roles and responsibilities they ask faculty to assume. With a better understanding of faculty perceptions of online instruction, those who provide training to faculty will be able to communicate more adequately to faculty what to expect of teaching online in relation to: changes in their roles; the time needed for course planning and course management; psychological and social support of students; appropriate teaching strategies; and the rhythms, flows and anticipated cycles for assignments. The audience for this study includes university personnel interested in establishing similar programs to support their faculty in teaching online. In addition, persons who want to establish or expand professional development programs for on-campus faculty may find this study of interest.