This research project investigated graduate faculty members' perceptions of online teaching. The participants were five graduate faculty members from a religious graduate school located in the mid-south. The project was a qualitative study guided by the phenomenological framework. The methods used to gather data were individual interviews and a focus group. Using content analysis, several themes emerged from the data. The themes were: (1) online teaching took more work time than face-to-face teaching, (2) faculty members taught online because of extrinsic motivators, (3) online interaction is different than face-to-face, (4) good institutional support is important for a successful teaching experience, (5) online courses make it difficult to mentor students, (6) the faculty members grew to like online teaching despite their initial negative perceptions, and (7) online courses help shy students participate in class. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]