This paper presents the details and examines the outcomes of a professional development program created for instructors who are beyond the novice stage as online instructors, but desire and require further support to develop their online teaching expertise to meet their students' learning needs and their own teaching goals. This program incorporates elements of problem based learning and faculty learning communities and reflects principles of adult learning theory. Survey methods were used to evaluate the program's pilot implementation. Participants showed gains in self-efficacy both during and after the program. Participants also described improvements to their online course design and teaching strategies. (Contains 1 table.)