As community colleges move beyond traditional ideals of quality instruction and attempt to improve student learning experiences and student success, they increasingly turn to the use of Internet technology and tools. The use of the Internet for instruction has expanded the possibilities of teaching and learning to blended, hybrid, Web-enhanced, and Web-assisted courses. In the context and setting of this study, Web-assisted is the term used for face-to-face courses that are supplemented with online instruction and online resources. As Web-assisted and blended courses have become a rapidly growing instructional strategy in educational institutions, questions can be raised about the implications for quality instruction, student success, and student persistence in such settings. Such questions have not been adequately addressed in research. Thus, the authors' focus on faculty perceptions of best practices of instruction as they relate to retention in Web-assisted courses was an attempt to address a small portion of this research gap. They undertook this as a Delphi study, the purpose of which was for a panel of faculty experts to reach consensus on the instructional best practices that influence student persistence and retention in Web-assisted courses at a mid-sized community college in Florida. The scope of this paper will reveal their findings on the instructional best practices that expert faculty members used in their Web-assisted courses, and how they used these best practices. The findings reported in this paper were previously reported as part of a larger study (Manning, 2010). (Contains 1 table.)