The South Carolina Technical College System serves a diverse population of students who sometimes find it difficult to gain an education in the traditional format, such as attending scheduled classes as a full-time student. The purpose of this study was to investigate both faculty and student perceptions toward online learning, online teaching, and online delivery in the early childhood department of four South Carolina technical colleges. This study was based on the premise that many faculty members in the early childhood department are comfortable with traditional face-to-face course delivery, and are hesitant or resistant toward distance education, including online instruction. This researcher used the mixed methods research design, which provided data from both quantitative (survey) and qualitative (interview) instruments. Faculty and students participated in the study by completing surveys and one-on-one interviews. The organizational structure of the four technical colleges provide the setting in which this researcher conducted the study. The study has provided evidence that faculty members who design, develop, and deliver online courses and faculty members who choose not to design, develop, and deliver online courses present similar concerns. This research found that both faculty development programs and the support systems provided through the organizational structure of the college reduced faculty concerns and moved them from concerns relating to self through the stage of focus on the mechanics of the course management software to attention on the curriculum and quality learning. Faculty members, administrators, and students are interested in quality online learning. The results of this study indicated that one of the best means of arriving at quality online learning is through the development of effective faculty development programs and support systems for faculty and students. Online learning continues to grow in course offerings and enrollments. It also continues to evolve as technology and expands. Educators and administrators must resolve their philosophies regarding online learning and determine to embrace online learning as a viable means of providing a quality means of learning to students in the communities they serve. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]