This study is a review of the creation and evolution of a professional development program modeled on social constructivist principles and designed for online educators in a virtual high school who transitioned from the conventional classroom to the virtual educational environment. The narrative inquiry focuses on the critical events within the professional development program and which were transformational in the process of transitioning from conventional brick and mortar instructor to online educators. In addition, the research examined whether or not the social constructivist inspired methodology modeled in the professional development transferred into the online teachers' classroom practice. The results of this research have contributed to an understanding of the key components required for the design and implementation of a professional development program for teachers who have been trained for conventional classroom practice, but who are now called on to teach online in virtual classrooms. [For full proceedings, see ED557189.]