The shutdowns of the COVID-19 global pandemic offered academic institutions a world-wide experiment in online learning, whether they or their faculty were prepared to do so. This study investigated the influence of training and resources on faculty perceived self-efficacy to design online courses. To investigate this phenomenon, faculty perceptions of and experiences in online learning prior, during, and after the COVID-19 global pandemic were documented to identify concepts in perceptions, the four sources of Albert Bandura's (1977) theory of self-efficacy--mastery experience, vicarious experience, verbal persuasion, and physiological arousal, and faculty perceived self-efficacy. Faculty perceptions toward online learning were used to determine how their views influenced their participation in online learning activities throughout each time period of the COVID-19 global pandemic. Positive and negative perceptions contributed to understanding how faculty beliefs impacted their engagement in online learning activities. Faculty perceived self-efficacy was captured through reflections upon their self-efficacy to design effective online courses based upon their online learning experiences. Connections were made to determine the influences on faculty perceived self-efficacy prior, during, and after the pandemic through their engagement in the four sources of self-efficacy. This qualitative study interviewed eight faculty in full-time teaching roles from various accredited, public higher education institutions across the United States who all shared the experience of teaching prior, during, and after the COVID-19 global pandemic. It was anticipated that training and resources would have a greater impact on faculty perceived self-efficacy; however, it was not a prevalent source of self-efficacy. The pandemic created uncertainties and impacted perceptions, disrupting the influence of the proactive measures of self-efficacy sources. Negative perceptions emerged as resistance to online learning which prevented faculty from willingly participating; however, their positive perceptions toward online learning, considered the self-efficacy source physiological arousal, helped reduce resistance. The findings also illustrated the intricacy in the development of faculty perceived self-efficacy, indicating the importance of supporting faculty to engage in online course design and considering their individualism and unique needs to develop their self-efficacy to design online courses. This dissertation concludes with implications for institutions and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]