A nurse faculty shortage has been identified by the American Nurses Association (ANA, n.d.a) and the National League for Nursing (NLN, n.d.). Research has identified factors which negatively impact a nurse's successful transition to the faculty role, including lower compensation, uncertainty as a novice nurse faculty, lack of pedagogy skills, and incivility among faculty (Arian et al., 2018; Hoffman, 2019). Similarly, research indicates factors that positively impact a nurse faculty's transition include altruistic incentives, informal peer support, mentoring, and empowerment (Hoffman, 2019; Rogers et al., 2020). A supportive orientation to the faculty role has a positive impact on novice nurse faculty's skills and confidence as an educator (Slade et al., 2017). A comprehensive online program was designed to provide orientation and support resources for the adjunct clinical nursing faculty at Salem Community College (SCC). This grounded research study included focus groups and interviews to identify the challenges and benefits of the online program experienced by the participants, who were adjunct clinical nursing faculty at SCC. Findings identified how the online program supported the adjunct clinical nursing faculty and how to enhance the program for future adjunct clinical nursing instructors. Stakeholder input was obtained to further understand the feasibility of instituting such a program for faculty. Recommendations and limitations are provided. Results of the study inform current practices to better transition to the nurse faculty role and to enhance the development of the online orientation and support program at Salem Community College. [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.]