The following exploratory case study is a program evaluation of a certification program for online instructors at a high-enrollment, 4-year research-intensive university in the southeast. Since 2014 the Online Instructor Certification (OIC) has operated as the predominant platform for preparing faculty to teach online at the site of study. The OIC contributes to meeting institutional strategic initiatives including accreditation and goals from the state board of governors. Using the Kirkpatrick training evaluation model, this study evaluated the OIC on the first three levels including how participants perceived the certification (Level 1), what participants learned (Level 2), and how participants applied what they learned (Level 3). This exploratory case study incorporated several data sources, including quantitative and qualitative questions from a pre-existing survey (OIC Feedback Survey), performance data of the certification, and semi-structured interviews of five participants who were certified through the OIC. I analyzed the quantitative survey questions using SPSS and analyzed the qualitative questions and participant interviews through recursive rounds of open and axial coding. The quantitative descriptive statistics scores from the OIC Feedback Survey demonstrated that participants positively perceived the OIC organizational structure and presentations. The analysis of the qualitative comments (over 300) within the OIC Feedback Survey revealed a diverse set of emergent themes: (1) Appreciation, (2) Recommendations/Critique, (3) Peer Interaction/Discussion Assignments, (4) Organization and Flow, (5) Canvas, (6) Presentations, (7) Expressed Concerns. Similarly, three themes emerged from semi-structured participant interviews: (1) Appreciation, (2) Recommendations/Critique, and (3) Peer Interaction/Discussion Assignments. The analysis also demonstrated that the OIC reframed participants' perception of the online teaching environment, enhanced their pedagogical skills, and prompted several areas of application including course enhancements and expanded professional development. These findings were comparatively examined against the findings from other studies of online instructor certification programs within the literature. The case study includes a literature review examining the major facets of online faculty professional development (OFPD), its frameworks, approaches, and a comprehensive investigation of studies evaluating other online instructor certification programs. I provide an analysis of these existing studies and compare them against the OIC based on the certifications' structure, competencies, assessment approach, presentations, and findings. This study ends with relevant reflections, recommendations, and implications. Overall, the findings of this case study have both practical and theoretical implications and may serve several audiences: (1) current, present, or future online instructors, (2) learning design consultants, faculty advisors, or anyone operating in the role of OFPD, and (3) college and departmental administers or leaders who provide support to online faculty. [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.]