When hired to teach courses online, traditionally trained teachers may struggle to transition from non-online instructional delivery skills to research-based best practice strategies designed for the online classroom. The purpose of this qualitative exploratory case study was to examine how online K-12 charter school administrators perceived the instructional skills transferal of newly hired online charter school teachers with no online teaching training. In this study, seven online K-12 charter school administrators from Eastern Pennsylvania were interviewed and asked open-ended questions. The general research question was How did online K-12 charter school administrators perceive the instructional skills transferal of newly hired online charter school teachers with no online teaching training? The conceptual framework included social constructivism and the community of inquiry framework. The four themes found in the data were pedagogical skills vs lack of technology training, transitional obstacles and traditionally trained teachers, transitional obstacles and novice teachers, and lack of effective online facilitation characteristics. The implication of the study was the need for personalized ongoing transition training. Recommendations are for online school leaders to develop an online teaching transition plan designed to help online administrators conduct ongoing evaluations of newly hired teachers' technology, pedagogical, teacher presence, and online community building skills' levels. Online leaders must continue to develop and define plans and online best practices as technology changes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]