College and university professors typically earn a Ph.D. in the subject in which they teach. Yet, many higher education professors have not been taught the pedagogical practices necessary to be successful in the classroom (Boeher & Sarkisian, 1985; Cahn, 1978; Cook, 1965; Ehrlich & Fu, 2013; Mertz & McNeely, 1990; Trautmann, 2008), much less an online classroom (Marx, Garcia, Butterfield, Kappen, and Baldwin, 2016; Jepsen, Varhegyi, and Edwards, 2012; McCoy and Milkman, 2010; McQuiggan, 2007; Varvel, 2007). The purpose of this case study was to examine instructor efficacy after completion of a university-specific online professional development program incorporating both pedagogical and technological best practices, using the TPACK framework. While the online professional development program is applicable to and may be used for both face-to-face and online instructors, the focus of this case study was in preparing faculty to teach online, and thus data collected is specific to online faculty. Although some constructive criticism was offered, the overall feedback collected from participants of the online professional development program was positive and indicated that all faculty teaching online should have to go through this program.