Abstract: As online education continues to grow, faculty in higher education institutions are increasingly under pressure to teach online courses. In order to effectively provide quality learning experiences to online learners, faculty need to have the requisite technical and pedagogical knowledge for online teaching and learning. Faculty learning communities (FLCs) have been identified in the literature as one way to provide this knowledge. However, effective implementation of components of an FLC and overall success depends on institutional context in which it is established. The proposed study aims at exploring perspectives of online faculty on the opportunities and potential challenges of an online FLC system in a public university in Kenya.