The study reported in this paper examined the types of professional-development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional development; (b) change is more meaningful and effective when it occurs in context over a sustained period of time; (c) faculty can embrace innovations when supported by knowledgeable professionals and their peers; and (d) students welcome the use of Web-based components in course work. The implications for practice may be useful to those wishing to increase faculty's online instructional competence.