On Friday, March 13, 2020, at 12:25 PM, on the eve of midterm break, in response to the COVID-19 pandemic, faculty and staff at a Midwest Florida Community College were notified by email that the college would extend midterm break and terminate all non-essential operations for an additional week; however, most college operations and course delivery remained remote throughout the summer of the 2020 academic term. This qualitative intrinsic case study explored this Midwest Florida community college's instructional faculty's rapid technology adoption perception during the sudden transition to remote learning in response to the COVID-19 pandemic. The study aimed to determine how these process perceptions at the selected community college during a specific time and connected with technology adoption theory could inform stakeholders overseeing technology adoption policy and planning emergency preparedness. Qualitative data were obtained through 15 separate participant interviews. The results of the qualitative data analysis provided insights into faculty's rapid technology adoption perceptions during the studied institution's sudden transition to remote learning in response to the COVID-19 pandemic. Four themes emerged from the data analysis: Instructional Readiness, Institutional Readiness, Student Readiness, and Innovation and New Opportunities. Additionally, five principal problems were identified: Mixed Messaging, Inadequate Home Office Resources for Faculty, Inadequate Technology Access for Students, Diminished Course Outcomes and Enrollment Loss, and an Inadequate LMS usage policy. Recommendations are provided for leadership and practitioners based on these findings. [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.]