This literature review critically examines the current state of faculty professional development for online instruction within higher education, highlighting the crucial role these programs play in enhancing the pedagogical and technological competencies of instructors. Through a comprehensive analysis of sources including Puzziferro and Shelton (2008), Gregory and Martindale (2017), Andrews (2021), Baran (2011), and Shao (2022), the review outlines the objectives of professional development programs, emphasizing the importance of pedagogical enhancement, technological proficiency, instructional design competencies, continuous improvement, and community building. A qualitative case study approach is proposed to delve deeper into faculty experiences, aiming to identify effective practices and barriers in professional development initiatives. The findings from the referenced studies underscore the significant impact of well-structured professional development on the quality of online education, faculty readiness, and student satisfaction, suggesting a strategic focus on integrated pedagogical training and technology use. This review contributes to the discourse on faculty development, offering insights and recommendations for institutions seeking to improve online teaching effectiveness and student learning outcomes.