Faculty development activities offered within post-secondary educational institutions tend to focus on developing skills instead of directly addressing faculty conceptual views and beliefs that may affect their successful adoption of instruction within the online environment. This qualitative multi-case study bridges a gap in the current literature by introducing a professional development module designed to afford participants an opportunity to experience the conceptual change process. Participating in the conceptual conflict module resulted in faculty experiencing the different stages of the conceptual change process. As a result, case participants declared their beliefs, assumptions, and attitudes; revealed areas of concern; and identified plausible solutions to address those concerns. [Note: The page range (20-27) shown via the URL is incorrect. The correct page range is 20-26.]