Online education is growing rapidly as colleges seek to increase enrollment without investing in physical infrastructure. To keep up with the increasing demand for courses, some colleges are asking faculty to teach classes online with little training, few resources, and minimal support. The purpose of this study was to determine how the training and support participants received affected the success of online courses they taught and to assess their satisfaction with the online experience. The theory of reasoned action provided the theoretical foundation for the study. Participants were asked to describe the types and the quality of training they received before teaching online, the resources and support available during their teaching, and whether the resources and support have led to or are leading to student success. A phenomenological research design was used to investigate deficiencies as well as strengths in educator preparation and training as they relate to satisfaction with teaching and preparation for the online environment. Data were collected using interviews and focus groups. Responses were coded and analyzed using the phenomenological approach with constructivist learning theories. Study results indicated that quality training prior to teaching online increases instructor confidence and readiness, ultimately resulting in a better experience for both teacher and student. Increasing the quality of online education could lead to positive social change in higher education by providing better, more effective instruction to students, particularly those whose geographic distances from physical classrooms have traditionally prevented their access to higher education. [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.]