This case study explored a university faculty development seminar that prepared instructors to design and teach online courses taking place at a mid-sized liberal Arts & Sciences university in the Southeastern United States. The purpose of this study was to examine how faculty development for online teaching may influence changes in thinking about teaching and how that might proliferate throughout instructors' teaching practice more broadly. Specifically, the study sought to examine if instructional practices would transfer to instructors' in-person teaching and how faculty development and the experience of teaching online may have facilitated that transfer. Through an analysis of interviews and teaching artifacts, this study found that participants experienced perspective transformations that affected how they perceived their role as instructors and they transferred some online course design and instructional practices to their in-person teaching. These practices included incorporating more digital tools such as Zoom and Blackboard in instructors' in-person courses, communicating clearly and transparently with students, and designing courses with more intentionality. This study's findings suggest that a structured course design process, self-reflection activities, opportunities to dialogue with colleagues, and course tours that modelled various instructional practices and offered different perspectives on teaching aided in transfer of practices across modalities.