Background: Online learning community based education is still new. As institutions implement new programs they can encounter learner satisfaction issues. Purpose: To investigate learner unhappiness during the second semester of a new online doctoral program and develop a substantive grounded theory concerning its cause(s). Setting: The Doctorado en Educacion Teologica (DET) program at Seminario Teologico Centroamericano (SETECA), 2004-2006. Study Sample: Entire first cohort of learners. Data Collection and Analysis: The data came from two questionnaires. Coding for areas of dissatisfaction and analysis with grounded theory qualitative methods using the ATLAS.ti computer program followed. Findings: The results show that the root of the learner problems was the inability of the faculty to embrace the new environment, its pedagogy, and especially its time management disciplines. While not directly studied it was evident that the faculty did not resist the new ways, but simply lacked training. Conclusion: Learner satisfaction issues in this case resulted from weak faculty performance in online learning community courses. [Ph.D. Dissertation, Dallas Theological Seminary.]