The expansion of distance education makes it necessary for many faculty to take on the role of online instructor. As a result, higher education institutions face the challenge of training their faculty to make a shift from teaching in traditional to virtual environments. The Higher Learning Commission's Best Practices for Electronically Offered Degrees and Certificates formed the conceptual framework for this descriptive quantitative study. The purpose of this study was to evaluate a college's training program that prepares faculty for online instruction. An online questionnaire was used to measure the overall relevance, alignment, and quality of the training program. Chi-square test for independence was used to test the relationships among online teaching experience and faculty status, relevance, alignment, and quality of the training program. The findings from this survey of experienced online faculty (N=33) confirmed many observations in the current literature concerning professional development for online instructors. The results suggested that faculty perceived the training program to be relevant, to align with best practices, and to be of average quality. The results of the chi-square tests indicated that there was no significant relationship between online teaching experience or faculty status and the relevance, alignment, and quality ratings of the training program. This study promotes social change by providing knowledge for improving training programs for online faculty, which will enhance the quality of instruction and ultimately the student experience. [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.]