Faculty development for online teaching is an opportunity to reflect on and revise teaching perceptions and instructional practice. This study found written reflection activities aided instructors in questioning their instructional decisions. This, combined with dialogue with colleagues, became an avenue for instructors to think deeply about teaching practice, specifically as they were able to benefit from the perspective of experienced online instructors. This study's findings suggest that having experienced instructors come in to tour their courses, discuss lessons learned, and answer questions about practice helped instructors to see alternative perspectives and contributed to perspective transformation.