Purpose, Scope, and Method of Study: The purpose of this study was to understand and describe faculty and other key stakeholders' lived experiences as they pertained to training and preparing online faculty for gaining essential online teaching competencies. This qualitative phenomenological study utilized semi-structured interviews of key stakeholders involved in the faculty training process for online instruction within a public university system. The participants were six faculty, an administrator, a technical support staff, an instructor of online faculty, and an instructional designer. Findings and Conclusions: The study's findings revealed that the overall experiences of faculty as online instructors were positive. However, faculty experienced specific challenges with technological, pedagogical, and administrative factors that directly impacted the effectiveness of their initial and continued training. Other key stakeholders described an overall positive experience of training faculty to teach online, and the challenges associated with their experiences. Three major themes emerged from the findings of this study: the need for online faculty competency-based training, the need for online faculty proactive technical support, and motivating online faculty toward voluntary professional development. The emergent themes were used to describe the essence of the phenomenon as a constructive developmental experience that can be further enhanced with competency-based training, proactive technical support, and motivating online faculty toward voluntary professional development to foster effective online instruction and student success. [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.]