Adult learning facilitators in any setting (ALFAS) seek to facilitate learning that is lifelong and meaningful. The purpose of this interpretive research study was to explore how instructional designers (IDs) construct knowledge when preparing graduate faculty to develop and teach courses online. The study involved five IDs and their perceptions of their knowledge construction when collaborating with graduate faculty to transition their courses to online instruction. The four main themes that emerged from the data were learning community or community of practice, individual experiences as adult educators, individual experiences as adult learners, and challenges to the learning process. These themes broaden the understanding of IDs’ perceived knowledge construction within a constructivist framework, an area that can inform adult educators and workplace learning as online instruction continues to gain much momentum.