The purpose of this study was to evaluate the design and implementation of an international faculty development MOOC about flipped teaching. Qualitative and quantitative data, such as traditional MOOC analytics, interviews, and Concerns-Based Adoption Model (CBAM) survey data, were collected as participants learned how to flip instruction. This study indicates that measures of online engagement, such as number of clicks and number of online discussion posts, do not necessarily translate to a change in attitudes about teaching practice. Adult participants (teachers, faculty, and researchers) in this MOOC presented as strategic learners and applied personalized approaches for their own teaching development while learning in a MOOC.