Research has shown that traditional faculty are resistant to online higher education, expressing concerns about the quality of the learning experience, a lack of administrator transparency, and the amount of time faculty spend to convert their classes to an online format (Community College of Aurora, n.d.; Green & Wagner, 2011; Paris, 2011. In fact, only 9% of faculty in a 2017 study indicated that they would prefer to teach in an online setting (Pomerantz & Brooks, 2017). The purpose of this qualitative case study was to explore the experiences and perceptions of faculty to increase faculty acceptance of online education. This study was conducted at a unique time during which the university had forced all courses to go online due to the Coronavirus pandemic. Based on the study, traditional faculty see online education as a viable means of delivering an education to students in theory. However, due to a lack of transparency from administration, concerns about over the time commitment to build a quality online program, their perceptions of what the institution values and recognizes, and the incentives for traditional faculty, they do not believe online learning at the institution studied is appropriate.