As an institution of higher learning in healthcare, the Medical College of Georgia (MCG) has turned to distance education as an opportunity to increase enrollment and deliver high-tech education to its students. This viable solution was used by MCG to address the need to stay abreast of the many technological changes in healthcare delivery and the increasing demand for more healthcare practitioners (Carroll-Barefield, 2004). As a dual-mode institution, MCG offers primarily traditional on-campus programs with the addition of numerous distance education programs and courses. The School of Allied Health Sciences (SAHS), one of five schools within MCG, is an institutional leader in offering degree programs in Allied Health disciplines and for-credit and continuing education courses via a distance education format. These programs and courses are delivered using a variety of modalities including GSAMS, a real-time two-way interactive compressed video and audio network, and online using WebCT, an online course management software package (Carroll-Barefield, 2004). Planning for instruction at a distance is a multi-faceted process (Simonson, Smaldino, Albright & Zvacek, 2003). Faculty participating in this transition must be knowledgeable in content areas as well as the instructional design process. Transitioning from a traditional to online program is not cut-and-dry. It requires the cooperation of a team of educators, administrators, and designers (Carroll-Barefield, 2004). This article will present faculty perspectives and experiences in transitioning a traditional brick-and-mortar program to an online degree program.