The transformation of an entire curriculum to a hybrid format at a midwestern university involved not only a comprehensive curriculum revision and extensive online development, but also much uncertainty, a huge learning curve, and an overwhelming workload on the part of faculty. Outcomes of that transformation were studied to determine the affect of converting to a primarily online curriculum on faculty satisfaction and teaching outcomes, and to compare the outcomes with those in the previous classroom-based curriculum. Referring to both quantitative and qualitative data, this study reports upon recommended strategies for supporting faculty as they acquire the knowledge, skills, and attitudes they need to successfully teach in a hybrid or online environment.