Online professional learning in education is revered by some and strongly avoided by others. Despite these polarized feelings, virtual trainings are quickly becoming the norm at least as an option for educators. Developers and facilitators of professional learning can increase the chances of teacher learning by designing online learning experiences that meet the needs of adult learners. I used interpretive phenomenological analysis (IPA) to explore the experiences of teachers and professional learning facilitators in an online professional learning environment. Participants' perceptions of their experiences varied and impacted their motivation to engage in this format of learning in different ways. Focus groups were used to explore these phenomena and then themes identified for each focus group before combining cases to discover common themes. [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.]