This study examined faculty experiences and perceptions regarding online education during the COVID-19 global health crisis. An online survey was assessed for content validity using a team of faculty experts in online teaching and learning. It was administered to a convenience sample of faculty at a Midwestern university. Of the 963 faculty who were surveyed, 98 returned the survey, a return rate of about 10%. The analysis of faculty experiences indicated that faculty adopted new pedagogical practices into their curriculum, specifically problem-based (18.37%) and self-paced learning (5.31%). Additionally, faculty adjusted assessments (42.86%), modified instruction (39.80%), and changed assignment due dates (34.69%) to help students overcome inequities. A reliability analysis of the survey revealed a Cronbach's Alpha of 0.913 and 0.908 for items measuring faculty experiences before and after COVID, respectively. Responses to qualitative, open-ended questions were coded and analyzed for themes. The research revealed three themes around challenges faculty faced because of the switch to online learning--Academic Performance, Resource Availability, and Coping Strategies. It also indicated themes around lessons learned--Technology Adoption and Discipline Dependent Teaching. A paired samples t-test indicated there was no significant difference between faculty perceptions of online education before COVID-19 (M = 2.09, SD = 1.02) and after COVID-19 (M = 2.01, SD = 0.97), t(74) = 0.99, p = 0.33. The findings from the study are discussed and used to develop recommendations for improvements to pedagogical practice and suggestions for the future research on online 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.]