The rise in online instruction has created the need for higher education faculty to transition teaching practices between modalities. As members of the higher education faculty community, teacher educators are part of this growing population. However, little research has examined the transition from online to face-to-face teaching. This qualitative descriptive study explored how online teacher educators described the transition of their teaching practices to the face-to-face modality. Salomon and Perkin's Transfer of Learning Theory served as the lens through which to view the study. The theory was selected because of its relevance to the contextual learning applied to a new setting. Within the theory, high-road and low-road transfer are constructs that conceptualize varying qualities of transfer. The researcher utilized Braun and Clarke's six-step process of inductive thematic analysis for themes to emerge from interviews and questionnaires. 476 initial codes summarized the meaning and significance within the data, exposing a plethora of factors germane to how online teacher educators described the transition. Data analysis yielded five themes: (1) teaching strategies and practices, (2) developing as teacher educators, training, and planning, (3) associations and partnerships with colleagues, (4) teacher educators being different than other higher education faculty, and (5) feelings about the transition. Findings of the study suggest online teacher educators change the way they teach specific to the instructional modality. Such findings may be applied in colleges of education that require or promote teacher educators to teach in online and face-to-face settings. [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.]