This quantitative, action research study uses Bandura’s (1997) theoretical framework of self-efficacy to examine faculty perceptions of their ability to design, develop, and deliver online courses at a large metropolitan southeastern university. The objective of this study was to determine if there is linkage between faculty training and faculty perceptions of their ability to be successful online teachers. A sample of 17 faculty members in a college of education completed a pre-test and post-test questionnaire to measure self-efficacy of online learning after a face-to-face training workshop using the Quality Matters™ (QM) framework (Maryland Online, 2006). There was a statistically significant increase in faculty perceptions of their ability to design, develop, and deliver online courses.