Fourteen university instructors of Internet-based courses were interviewed and their course syllabi examined to produce instructor profiles of philosophical orientations and instructional strategies. How the instructors' belief systems regarding the effective teaching of adults changed as a result of teaching online was examined. The Philosophical Orientations of Adult Educators Inventory (PAEI) was used to assess: (1) philosophical orientations that guide course design and delivery held by faculty; (2) how these orientations were manifested in syllabi; and (3) instructor satisfaction with student retention, participation, and learning. The following was found:(1) participants had no awareness of a cohesive set of guiding principles and beliefs as they learned to teach online; (2) participants had a paradoxical relationship with the online course designers; (3) participants had a high level of satisfaction with the process and outcomes of the online experience; (4) participants thought deeply about their teaching beliefs as they taught online; (5) participants made qualitative and structural changes in their face-to-face classroom teaching as a result of learning to teach online; (6) participants believed their online students acquired learning to learn skills applicable to face-to-face classroom situations; and (7) participants had not changed their teaching and learning values and beliefs even though online teaching caused them to alter habitual instructional practices. The results provide opportunity for new theory development, particularly in the area of reflection on practice and learning to learn. (The bibliography lists 15 references). (AJ)