This phenomenological research was designed to learn and understand the transitioning experience of higher education faculty moving from online instruction to traditional face-to-face instruction. One of the most significant phenomenon occurring in higher education today is distance education. Technology and distance education are on the rise in community colleges, 4-year institutions, Ivy League colleges, research institutions, and technical colleges. Data were collected through face-to-face interviews and field notes. Three themes were identified: (a) faculty roles and teaching practices, (b) faculty communication strategies, and (c) faculty changes in instruction. This study analyzed the participants' attitudes, perspectives and practices, roles, communication strategies, and best practices that online teaching contribute to face-to-face instruction. This study supports transformative learning theory because participants critically reflected on their assumptions and beliefs, and implemented strategies that improved new approaches of defining their teaching and learning. It was determined from faculty members' response that their face-to-face teaching had benefited in some way from teaching online.