The purpose of this qualitative case study was to explore how faculty members teaching online courses at one private university perceived the types of pedagogical training and support they needed in order to effectively facilitate online courses. Building on the theoretical foundation of andragogy, the study of adult education, this study explored how the perceptions of faculty at this private university compared to faculty members who participated in a benchmark study of online learning conducted by the Sloan Consortium. The setting for the study was a private university located in the western region of the United States, serving a large student population. The target population consisted of 2,200 full-time and adjunct faculty members who taught undergraduate or graduate courses. Data were collected from 338 faculty members through a modified version of the Sloan Consortium Faculty Online Learning Questionnaire along with interviews of 15 faculty members. The study also included interviews with the two administrative leaders from the department that provides faculty training, development and support, designed to identify the techniques leaders integrated to support and motivate faculty members teaching online courses. The findings of the study implied that both faculty and administrators at this sample institution recognized the importance of training, full-time as well as, adjunct faculty members, and extensive communication with students and faculty. The results of this research study advance understanding of practices for administrators as they work to support and train their faculty members teaching online courses. [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.]