As a result of the 2019 coronavirus disease pandemic, many universities were required to make quick decisions to accommodate social-distancing guidelines. Cherished university events such as commencement and spring convocations were postponed or canceled. Such decisions were made in an effort to curb the number of people infected with the virus. Institutions were also forced to consider how to continue educating students in the midst of a pandemic. In many instances, faculty were required to transition their face-to-face courses to an online format. Some instructors were familiar with the instructional strategies and technological tools needed for effective online teaching, whereas other, novice faculty were hesitant or even resistant to the idea of online teaching and learning. This case study at a Midwestern master's level university examines the perceptions of faculty (N = 183) regarding the quick transition of their courses to an online medium during the spring 2020 semester. We administered a web-based survey instrument consisting of two sections. Section I had 20 demographic questions and Section II had 28 statements rated on a 7-point Likert-type scale ranging from 1 ("strongly disagree") to 7 ("strongly agree"). Section II assessed perceptions and attitudes about the quick transition to online, perceptions of students' engagement in the courses before and after the transition, and professors' level of satisfaction with the transition. The data were analyzed using frequency, mean, and analysis of covariance. Findings reveal that generally faculty felt that course quality remained the same, that students' engagement and performance declined during the pandemic, and that satisfaction levels with the transition were low.