Researchers have indicated that the number of online courses will continue to grow in the coming years, resulting in an increased need for online course facilitators. Often these facilitators have transitioned without receiving adequate training. The purpose of this qualitative case study was to explore the training requirements and future faculty development needs of instructors who make this transition in a community college in the Southwestern United States. The conceptual framework for this study included Knowles' adult learning theory and Mezirow's transformational learning theory. Purposeful sampling was used to select 14 instructors to participate in semi-structured interviews. Dialogue from the interviews was analyzed using thematic coding and revealed 4 themes: a perceived lack of training for online instructors, a lack of awareness and knowledge on developing a sense of community in the online classroom, a desire for consistency in the online classroom, and a desire for continuing faculty development specific to online learners. These themes were used to create a manual of best practices outlining essential practices for effective online instruction. Implications for positive social change at the local community college include increased awareness of the training and professional development needs of online instructors; such awareness will result in enhanced faculty training and professional development for online instructors at community colleges. Successful professional development may result in improved learning outcomes for students enrolled in online classes and thus create positive social change. [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.]