The field of faculty professional development (FPD) has been studied for many years from different point of view. Acknowledging that many factors have an impact on FPD, a deeper investigation is required to explore the (successful) elements from the perspective of the faculty. Furthermore, FPD in educational technology has been identified as beneficial to faculty members. The abundance of programs, developments, approaches, and technologies designed to face challenges and needs in FPD, have necessitated finding best practices for an effective FPD experience. Therefore, this research study focused on exploring existing successful FPD programs to establish which specific elements contributed to that effectiveness. The theoretical framework of this study was based on the transformational leadership theory (TLT) and the coherence framework. A qualitative research design was conducted, and data collected via individual interviews. The study sample included three faculty members representing public and private universities. They are faculty working in an educational technology environment with experience in professional development. The qualitative data was analyzed by exploring their perspectives on quality, new technology trends, economy, pandemic, administration, and challenges facing best FPD practices. [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.]