Colleges and Universities across the country closed campuses in March 2020 as the coronavirus spread worldwide and transformed into a pandemic. It became evident when the Center for Disease Control and Prevention (CDC) made recommendations for social distancing that would not allow the return of normalcy on campus for the rest of the semester. Professors and instructors worldwide transitioned from their face-to-face classes to emergency remote teaching in one of the most disrupted academic semesters in decades. Students transitioned with their professors into one of the most unprecedented shifts in academia that has ever been accomplished by going entirely online in weeks. The academic community coined the term Emergency Remote Teaching (ERT) to signify the contrast between the quick transition of face-to-face courses to an online platform and high-quality online education. Expectations for educator traits in this unprecedented time included flexibility, adaptability, and a willingness to meet students where they can. With a lack of shared governance, institutional administration required faculty to attend professional development training and design to develop new online courses to transition their ERT to quality online courses during the 2020 summer months. In this phenomenological dissertation study, seven community college faculty members express their experiences in the efforts they made in transitioning their ERT courses to quality online courses. This study revealed what professional development components were impactful and prompted the lasting change and what should be avoided. [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.]