The COVID-19 pandemic required a pivot to remote course delivery that provided many faculty an initial experience teaching online. This begs the question - how can we use this experience to support ongoing engagement with online delivery models in the future? For decades there has been discussion about the need for change in higher education, and more recently the potential for blended and online learning as a path forward. The pandemic may serve as a catalyst to move us forward. Appreciative inquiry is an organizational development framework that focusses on strengths and success to build capacity for future innovation and change. It has been used in education to support teaching and learning, curriculum and community development, leadership, program evaluation and more. This mixed methods case study explores how the use of appreciative inquiry by education developers impacts faculty adoption of technology and online delivery models as well as their professional development experience. The use of appreciative inquiry offers faculty an opportunity to engage in a reflective, collaborative strengths-based process to re-imaging their future teaching practice.