The School of Education of one fully online university that primarily grants graduate degrees employs a coaching and mentoring model for faculty support and development that is built upon the values of collaborative learning, growth mindset, and reflective practice. The purpose of this research was to better understand how and to what extent this model provides a platform and resource for meaningful learning and ongoing support regarding pedagogical expectations and requirements. The findings of two open-ended surveys were derived by way of thematic qualitative analysis, and shed light on perceptions and insights regarding the value and benefits of the support that faculty receive from coaches and peer mentors, and how their engagement in communities of practice builds a culture of collegiality and collaborative learning. This model is potentially transferable across the range of online and hybrid contexts and at institutions that have increased their online presence since the onset of the COVID-19 pandemic in an effort to ensure strong and ongoing faculty support and development.