The purpose of this qualitative exploratory single case study was to explore English composition faculty members' experiences during the expedited transition from face-to-face instruction to online instruction during the COVID-19 pandemic. The problem addressed in this study was that a lack of understanding exists regarding faculty experiences when transitioning from face-to-face to online instruction. The findings from this study offer educational leaders data surrounding faculty perceptions, which will provide them with additional tools to effectively support faculty in the wake of changes resulting from the COVID-19 pandemic, as well as during future changes. Feminist pedagogy was the theoretical framework that guided this study. Six college-level English composition faculty members in Florida participated in this study, and data were collected through semi-structured interviews, a focus group, and a document review. Three themes emerged from the thematic analysis of the data: faculty experiences during the transition from face-to-face to online instruction, resources used by faculty members to navigate the changes from face-to-face instruction to online instruction, and faculty members' experiences regarding administrators' assistance and role as educational leaders during the transition from face-to-face to online instruction. The implications of these findings include exploring the inherent limitations of online instruction for English composition courses that prevent the replication of the face-to-face classroom environment in the online environment. Also, prioritizing an understanding of classroom engagement difficulties (from a faculty and administrator perspective) that go beyond issues of attendance, retention, and failure, such as a loss of synergy and a sense of community in classrooms during times of expedited change. Recommendations for future research include establishing a larger sample size of participants, exploring institutions from different regions of the country, and broadening research regarding hybrid education. [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.]