Faculty completed a computer proficiency survey (including WebCT-specific skills) prior to development of the formal training program. The survey results (to be shared in this session) indicated that most faculty were comfortable with basic computer skills but that a majority were less proficient with WebCT. In practice, however, many faculty lacked some basic computer skills that were prerequisite to working successfully with WebCT. The survey data, along with the lead instructional designer's prior experiences with online learning and faculty support, were used to develop training sessions on basic computer skills, WebCT-specific skills, and pedagogical strategies for online learning. These sessions provided faculty with a chance to apply skills in hands-on activities, and perhaps more importantly to discuss issues about online learning. A sense of community developed from these sessions and faculty gradually became more active participants in discourse about online learning. During the development and implementation stages, informal, “just-in-time” support was equally important to faculty success. Many of the lessons offered during workshops were relevant only in these later phases of the process.