The study examined faculty who taught online at a large southeastern research university and who were involved in the learning management system transition from eLearning Vista to Blackboard Learn in 2012-2013. The study sought to determine the efficiency of the three units involved in the study: the Faculty Resource Center, the College of Continuing Studies, and the Home Departments. The researcher explored faculty's perceptions of the (a) level of awareness of the actual transition and available support services and resources, (b) level of participation in the support services and resources, and (c) level of helpfulness of the support services and resources. The researcher developed a five-point Likert scale questionnaire (Outlaw's Perception of LMS Transition Survey), which acquired validation from a panel of experts from other institutions who experienced a similar situation. Findings indicated that there was no statistical difference in faculty's level of awareness of the available support services and resources compared to their teaching locations, no statistical difference in faculty's level of participation in the available support services and resources compared to their grouped academic teaching rank, and no statistical difference in faculty's level of participation in the available support services and resources compared to their employment teaching status. Findings also showed there was a small negative correlation between the perceived level of stress and perceived level of technological self-efficacy while transitioning to the new learning management system. Lastly, the perceived level of participation while transitioning to a new learning management system did not affect the participants' levels of stress. It is hoped that the findings in this study will improve best practices when introducing emerging technologies to effectively enhance pedagogy and acclimate faculty to the changes, thus reducing stress and frustration and increasing preparedness. The findings could drive recommendations for implementing a new model for transitioning to change. Such efficient methods could better equip faculty to deal with the stresses of change to emerging technologies. In addition, the recommendations for the new model could furnish training professionals with quality services that increase faculty preparedness, while reducing stress.