This study on training and development experiences of faculty in higher education institutions (HEIs), particularly with learning management systems (LMSs), was relevant given the global shift to remote and virtual learning during the COVID-19 Pandemic. The LMSs became the foundation through which information was disseminated and it was important to know how prepared faculty were for this transition. The purpose of this study was not only to understand the experiences of faculty who teach in higher education institutions, but to explore how principles of adult learning theory were being utilized to create the adult development programs on learning management systems. A qualitative, phenomenological design was selected, and interview questions were created so interviews could be conducted to gather information on the perspectives of faculty about their professional development experiences with their LMSs. The faculty sample was selected using convenience, as well as snowballing methods, to get participants from a variety of backgrounds, including two- and four-year institutions and academic positions. The findings show that the teaching professionals who participated in this study had similar, yet unique perspectives about professional development and experiences with LMSs. Most agreed that they were not adequately trained by their institutions prior to the COVID-19 Pandemic and the most common reason was not having the time to attend training or the proper motivation. The participants found the virtual trainings much easier to attend and more flexible during the pandemic (DurP), than the face-to-face (f2f) sessions prior (PreP) to it. PreP the professional development was not considered flexible by any participant, but new faculty did state that the training they received was relevant DurP. Thus, institutions must consider integrating more adult learning practices into their policies and procedures for creating professional development programs. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]