The purpose of this qualitative, exploratory, single-case study was to develop an understanding of how faculty members at a small, private healthcare college in the Midwest perceived the transition from teaching their curricula in a face-to-face instructional environment to presenting those same curricula through hybrid instruction, and how they integrated the curricula from one instructional method to another. Two research questions guided this study and three themes with three sub-themes emerged from the research. Faculty believed students benefited from hybrid instruction, but they found that the time commitment involved in a hybrid course was unexpectedly greater than that of a traditional, face-to-face course. Further, preparation for a hybrid class was more time-consuming than preparation for a traditional class and more time was spent out of class to answer questions and assist students in a hybrid than in a traditional course. Next, no formal process existed to follow when making the transition from traditional to hybrid instruction and although training was provided regarding the technical use of the learning management system, no education was provided regarding online pedagogy. The final theme was that faculty members used much more supplemental material and more frequent assessments to enhance student engagement and understanding in their hybrid courses than they did in their traditional courses. [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.]