The purpose of this study was to explore the perspectives of adult education faculty toward developing and teaching online adult education courses in their master's programs to assist in our own transition to online adult education and to offer insight to others who may be interested in doing the same. Ten participants who work in fully online programs agreed to take part in this interpretive interview research. We coded and analyzed the data using the constant comparison and thematic analysis methods. Community of Inquiry was the framework guiding this study. Data analysis led to themes describing the contexts of these programs, meaningful benefits, noteworthy challenges, and insights and recommendations for instructors new to online adult education graduate programs. Implications and conclusions drawn from the study's findings are presented.