During the COVID-19 pandemic in the spring of 2020, universities throughout the United States closed their campuses and transitioned their face-to-face courses to remote learning. The unprecedented transition created a unique learning and teaching environment. This case-based qualitative study investigates the experiences of business professors from a prestigious school of business that taught during the transition. Findings derived from the digital Likert survey instrument completed by all the business faculty and semi-structured interviews of selected business faculty. Some of the topics of the survey and interviews included communicating with students, developing the learning management system course content, delivering asynchronous material, delivering synchronous classes, and providing instructional feedback. Findings included a significant growth in business professor's perceived skillset in almost all topics, an interest in further developing skills, and an interest in adopting the new skills in future face-to-face courses. Through NVIVO analysis of the interviews, four thematical elements were identified: faculty efficacy, faculty training, course delivery, rapport. The study investigated a deep wholistic view of the data presented and provided an extensive in-depth description of the social phenomenon. A practical framework for incorporating the identified themes was developed for business schools needing to establish and maintain online business programs.