This grounded theory study explored and identified the theories that best describe the experience of faculty transitioning from on-campus to online or virtual learning environments during the COVID-19 pandemic. In March 2020, the world experienced a nationwide shutdown, which affected various aspects of society, especially in higher education. Colleges and universities were pushed to rapidly transition their operations from on-campus to online or virtual environments within a limited time frame. The present study consisted of nine faculty members from a community college in the mid-Atlantic region of the United States. The study's methodology was completed through structured interview questions and a manual encoding process to identify the common themes in the study's findings. Five themes emerged that described the experience of faculty: (a) the experience of transitioning to online or virtual learning environments; (b) challenges related to technology; (c) challenges teaching in a new learning environment; (d) the emotional and mental well-being of faculty; and (e) the strategies and resources that effectively supported faculty transition to online or virtual learning environments. The two most predominant themes were technological and teaching challenges. Faculty experienced obstacles, such as not having access to the technology to support their transition. In addition, faculty had limited knowledge of distance education pedagogical strategies to support students in an online or virtual environment. Limitations included the time passed since the beginning of the COVID-19 pandemic. Recommendations for future research include studying faculty's understanding of effective instructional and pedagogical strategies for online and virtual teaching environments. [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.]