The study reported in this paper examined the types of professionaldevelopment activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional development; (b) change is more meaningful and effective when it occurs in context over a sustained period of time; (c) faculty can embrace innovations when supported by knowledgeable professionals and their peers; and (d) students welcome the use of Web-based components in course work. The implications for practice may be useful to those wishing to increase faculty's online instructional competence.Many colleges and universities are offering online courses to serve wider audiences, deliver more cost-effective instruction, or increase the quality of learning in existing courses (Harley, 2002). According to a recent National Center for Educational Statistics (2003) report, 56% of all 2-and 4-year degree-granting institutions offer distance education courses. User-friendly Web-based course-delivery systems are enabling faculty to teach online or integrate Web-based resources into course materials easily. Colleges are investing in these systems with the expectations that faculty will incorporate them into instructional practices (Floyd,