Ongoing professional learning in supportive contexts, such as in Professional Learning Communities (PLCs) has been indicated as effective in promoting reinvigoration in teaching. PLCs are a community of educators that engage in a regular process of learning and reflection, where faculty can work together with peers toward common goals and purposes (Gray & Mitchell, 2021; Moltchanov, 2021; Owen, 2016). This study explores how faculty in an online higher education environment view their participation in PLCs and how it affected their professional well-being and explore how to guide future professional development as it relates to professional well-being.