Faculty continue to resist transitioning to online teaching despite the increase in online courses and campuses. With the recent transition to online and/or virtual delivery due to the COVID-19 pandemic, even faculty disinclined to new technologies were required to make changes necessary for teaching. Using the Technology Acceptance Model (TAM) and the Technological, Pedagogical, and Content Knowledge Model (TPACK), a case study of a rural Southeastern public university empowered a core group of faculty known as Online Champions to address technological resistance among instructors and synergize faculty development efforts in the creation of a greater online presence.