In 2020, higher education face-to-face classrooms suddenly came to a halt due to the COVID-19 pandemic; and institutions transitioned traditional face-to-face courses to an online learning environment to maintain student enrollment and the continuation of education. Classroom instructors now faced the challenge of this transition and had to learn new teaching strategies and instructional technologies. Allied health programs were also faced with a loss of hands-on experience when institutions and clinical sites closed to students. The purpose of this multiple-case study is to examine and understand how Diagnostic Medical Sonography (DMS) program directors and instructors in CAAHEP accredited programs across the United States, perceived and interpreted the course transitioning experience, and to explore program directors' and instructors' beliefs of how this transition has influenced their ability to function in their unique roles in an on-ground and online learning environment. Collection of data included an online questionnaire and semi-structured interviews that explored the participants' perceptions about self-efficacy, instructional strategies and technologies, and future use of implemented resources. The collected data were thematically coded and analyzed. Findings showed that DMS faculty showed resilience as they were caught off guard with the immediacy of the transition, and overall, had a high self-efficacy. They utilized several different instructional strategies and technologies and remained focused on the students to ensure a smooth transition for all. [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.]