A literature review was conducted to investigate the adult education and faculty development literature and research to discover what is known about changes or transformation in teaching assumptions and beliefs when faculty prepare to teach online or when they are engaged in online teaching, and to uncover any gaps in research involving these changes. There were four primary themes that resulted from the analysis of the articles: moving from classroom practice to online teaching; changes related to online teaching, framing faculty development within adult education; and faculty development models. Critiques and implications are considered in regard to the possibility of faculty development for online teaching as transformative learning.