Beginning in 2000 and continuing today, the University of North Carolina (UNC) German Consortium offers online German courses to undergraduate students across sixteen of the seventeen UNC public universities. The delivery of online classes differs per faculty member and little previous research investigated the UNC German Consortium's learning technologies. This dissertation investigates the evolution of learning technologies within the UNC German Consortium over the last sixteen years among German faculty from different UNC public universities. Seven faculty and one administrator shared their experiences through interviews. The methodology for this research was hermeneutic phenomenology. Interviewees shared their experiences with learning technology and teaching in the UNC German Consortium including how learning technologies changed over time. Interviews were transcribed, coded, and analyzed to deduce themes. Themes included the importance of the North Carolina Research Education Network (NC REN) for teaching German online, an asynchronous versus synchronous debate, how professors taught in synchronous courses, the importance of learning management systems (LMS) systems, the resilient characteristics of UNC German Consortium faculty, and the need for continual learning as an instructor.