Like all learners, new online instructors need hands-on experience, feedback, and ongoing support to become comfortable and proficient in the virtual classroom. It is unrealistic to expect even the most self-motivated, creatively pedagogical, and technically inclined instructor to fly solo after just a few hours of training. With the authors' online degree program growing steadily each year, their small staff could no longer keep pace with the follow-up training necessary to maintain the quality of their courses. Unlike many online faculty development programs, their university's training emphasized the connection between technology and pedagogy. With two experienced online instructors as well as a full-time faculty member on their four-person training team, they had avoided the pitfall of introducing technical course management skills in a vacuum. When they taught instructors the mechanics of setting up a discussion forum, they always discussed the pedagogical reasons for using forums as well as ways to design good questions and prompt critical thinking and deep discussion. They emphasized the "why" of technology use as much as the "how." To convert and sustain more online faculty, however, the training needed to be intensified and reinforced. In this article, the authors discuss their training challenges, describe how they overcame these challenges by going online with a certification course for online teaching, and share the lessons they learned from this online instructor training. (Contains 5 endnotes.)