When an international pandemic caused an emergency transition to online instruction in the spring of 2020, faculty and students at the University of Illinois at Urbana-Champaign, College of Agricultural, Consumer and Environmental Sciences were forced to complete half of their semester online with only one week to prepare. This study examines and compares instructors' sense of efficacy related to online teaching practices and students' perceived experiences in online courses during this half-semester. Sense of efficacy in online teaching was divided into the categories of student engagement, instructional practices, and use of technology. Mean results indicated that students' experiences closely aligned with faculty and instructors' efficacious beliefs across the three categories. Using independent samples t-test, researchers found statistically significant differences between the student experience and instructor sense of efficacy for eight of the 25 survey items. The results from this research offer important findings to address identified needs for faculty and instructors to improve the online learning experience for students.