The COVID-19 pandemic resulted in the dramatic shift to online learning for professors and students. In addition to rapidly building capacity to teach and to learn online, professors were removed from their professional communities. Social learning opportunities which exist in the workplace are essential to brainstorm ideas, to discuss teaching practices, and to problem-solve situations (Gerken et al., 2016). However, some universities focused on formal technical training to rapidly build capacity, e.g. how-to video conference, how to share files. A qualitative study was conducted to investigate the impact of complementing the formal technology training provided by the university with weekly Professional Learning Communities (PLC) during the unexpected online transition. Full and part-time faculty members from two departments were invited to participate. After 10 sessions, the findings revealed significant community-building that ranged from self-care to professional support. The participants evolved from simply sharing tools and asking technical how-to questions to deep discussions around online learning pedagogy. The PLC approach allowed the faculty to move from simply learning online teaching tools to engaging in meaningful discussions around online teaching pedagogy and improving student learning.