As higher education continues the rush to embrace technology-delivered learning opportunities, one imperative is to find ways to prepare faculty for what life will be like on the other side of the transformation. Independent of how great a teacher, scholar or researcher an individual may be, he or she needs to have accurate expectations of how roles change, a modicum of technological mastery, and a set of instructional strategies appropriate for the new domain. Some institutions push faculty over the precipice with little help or support, while a few have teams of support staff that guide and coach faculty. However, most have turned to professional development as a way to train faculty in the values and uses of instructional technology. This article examines the professional development approach followed by the University of Houston System in preparing faculty for the e-learning transformation. The University of Houston System is composed of four unique and distinct universities: the University of Houston, its largest campus; the University of Houston-Clear Lake, a suburban upper-level and graduate campus; the University of Houston-Downtown, an open access university; and the University of Houston-Victoria, an upper-level and graduate campus. The four universities collaborate to operate two system centers that deliver instruction in specific geographic areas of Houston. They also partner in a distance education effort which is known as CampusNet (www.uhsa.uh.edu/campusnet). Among its numerous functions, CampusNet provides professional development opportunities to faculty who are planning or just beginning their forays into developing and delivering online courses. Each May, a multiday workshop series called the CampusNet Online Workshop, more commonly known as COW, introduces 30 or so faculty prospects and expectations of planning and delivering an online course. The details of this program are described in the article.