While many studies explore the experiences of online learners, few focus on professors' orientations to teaching online. This presentation is an exploration of an action research project focusing on Master of Education professors working in conjunction with an instructional designer. Conversation analysis explored how participants with varied face-to-face teaching experiences, but limited or no online experience, transitioned to becoming effective teachers in virtual classrooms. Results indicate the need for professors to examine their own pedagogical constructs and concepts of learning communities and power relationships. This session will also include discussion on ways in which instructional designers can support professors' transition to online learning.