The COVID-19 pandemic prompted many changes within nursing education. The problem that was addressed in this study was educators' lack of preparedness for the changes brought on by the COVID-19 pandemic which reduced student retention and success rates within traditional nursing programs. The purpose of this qualitative case study was to explore strategies to improve nursing faculty preparedness to teach online in future situations like the COVID-19 pandemic. The selection of a qualitative methodology was deliberate, guided by the desire to capture the participants' lived experiences. The case study design was instrumental in allowing participants to articulate their experiences within the specified timeframe through the lens of their own perceptions. The theoretical framework underpinning this study was the Technology-supported Learning Model devised by Wang. Participants for this study were recruited through online platforms. This was done by placing a call for participation via Facebook educator groups. After securing informed consent, participants completed a questionnaire and participated in semi-structured interviews conducted via Zoom meetings. Fifteen participants responded to the questionnaire, with twelve participating in the semi-structured interview process. The research instruments were crafted to address four overarching research questions: 1) how do nursing faculty perceive their preparedness for teaching online; 2) what are nursing faculty perceptions of the relationship between student outcomes and their preparedness to teach online; 3) what are the nursing faculty's perceptions on how to improve preparedness for teaching online in the future; 4) what are the nursing faculty's perceptions of barriers to being prepared for teaching online. The data analysis yielded nine discernible themes. The implications of this study underscore the critical imperative of ensuring that faculty receive comprehensive preparation, have access to requisite resources, and benefit from effective communication during times of required online transition. Collectively, these elements wield significant influence over the readiness of nursing faculty to address any prospective online learning within the realm of nursing education. Recommendations for future research include expanding the research to include qualitative research regarding student perspectives, quantitative research regarding the relationship between faculty preparedness and student success, and mixed-method research regarding the barriers faced by faculty and students outside of the classroom setting. [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.]