The purpose of this study is to explore the perceptions of trainees towards a professional development program. The target is to train teachers on how to use a learning management system called "Blackboard" for designing courses that could be taught online in the future. I used technological pedagogical and content knowledge as a theoretical framework (TPACK) for designing the training. The design of the professional development program took into consideration two learning theories--constructivist learning theory and cognitive multimedia learning theory as part of the pedagogy component of the TPACK framework. Design-based research with one contextual phase without subsequent interventions was used for conducting this study. Semi-structured interviews, a survey with closed ended questions, and a performance exam were used for data collection. The results are presented aligned with the study's research questions and purpose. The findings showed positive attitude towards the professional development program as a whole and the manual and problem-based activities in particular, with some recommendations for further enhancement. The results of this study attempt to assist professional development designers in the design of other training programs. Finally, theoretical and practical implications are highlighted based on the discussion and conclusions drawn.