The Internet has provided postsecondary institutions with many opportunities to offer online courses. The demand for trained instructors to teach online has risen concomitantly. This qualitative study investigated the pedagogical training needs of postsecondary faculty who teach online. Focus groups were used to identify the types of training, the delivery format, and the pedagogical training needs for faculty to be successful when transitioning from the face-to-face environment to the online environment. The theoretical framework that informed the study was transformational learning. Critical reflection of their own assumptions and past experiences was necessary for faculty to construct new knowledge and establish the foundation for professional development opportunities. The themes that emerged from the results of this study defined the current pedagogical knowledge of faculty, types of training, and effective delivery formats. The completion of this study identified the need for a baseline of training for all faculty, followed by a phased approach to professional development opportunities based upon the needs and teaching experience of faculty. Recommendations for practice were included to provide professional development opportunities for faculty. [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.]