Growth of online learning has placed increased pressure on K-12 schools and universities to provide students at all levels with qualified instructors. It is especially important that colleges of education provide pre- and in-service teachers with skilled online instructors so that they can experience the benefit of quality online instruction firsthand as students. This case study examined the effectiveness of a 6- to 7-week professional development course designed to improve faculty members' knowledge, skills, and dispositions--all required to teach online effectively in a college of education. Faculty participants were also given the opportunity to earn up to seven digital badges for demonstrating specific skills during the professional development course. Analysis of 18 faculty interviews, surveys, and discussion board comments found that course content and assignments improved faculty members' knowledge and skills, but the ways the course was delivered and the online teaching methods modeled by the course instructor appeared to have a larger impact on perceptions and attitudes towards online learning. As a result, online teaching professional development may have its greatest impact when it models the types of online courses the college would like faculty themselves to design and facilitate. Faculty appeared to be more motivated to earn digital badges than they had originally anticipated, but were confused about what to do with the badges once they were earned.