Purpose: This study was conducted to examine how proficiencies, motivation, and training impact the success of faculty development for web-based instruction (WBI) at historically Black colleges and universities (HBCUs) in the USA. Design/methodology/approach: Data in this mixed-design exploratory study came from responses to an online questionnaire and follow-up interviews. Seven four-year public HBCUs that offered online curricula and provided faculty development opportunities in various forms such as workshops and seminars were examined. Findings: The results of the study indicated that faculty were proficient in basic technologies, but less proficient in more demanding technologies; provision of incentives such as time off to attend training was motivating for WBI participation; and faculty preferred individualized training and workshops. Research limitations/implications: Successful faculty development is as a complex process that involves several integrated components which should be viewed as an intentional, ongoing, and systemic process. Nonetheless, it plays an important role, particularly if programs are available to help faculty link effective delivery in their own teaching and research areas. Practical implications: Meaningful faculty development should be extendable to all instruction, whether in-class, web-based, or web-enhanced. Faculty development opportunities extending beyond the basic uses of technology and seeking connections between curriculum, pedagogy, technology, and administration to technology success is paramount. Originality/value: Feedback from this study can serve as a resource for decision-making about WBI projects. The results of the study should provide data and information that supports the technological mission of institutions. (Contains 5 tables.)