This quantitative study used a web-based questionnaire to assess the attitudes and perceptions of online and hybrid faculty towards student-centered asynchronous virtual teamwork (AVT) using the technology acceptance model (TAM) of Davis (1989). AVT is online student participation in a team approach to problem-solving culminating in a written project outside the constraints of time and place. Contemporary businesses emphasize technology-enabled teamwork, students exposed to AVT are better qualified to join this modern workplace, and literature supports the proposition that AVT is a pedagogically superior component of any online class. The problem is that national surveys show faculty members, even those with online teaching experience, are evenly divided on whether online courses or AVT can deliver learning outcomes equivalent to face-to-face classes. Data on prior military service was collected on the hypothesis that faculty members exposed to a culture that emphasizes collaborative solutions might be more likely to adopt and accept AVT. 91 faculty members participated. Faculty attitudes were more positive than anticipated, though there was still reluctance to adopt AVT in half the faculty members surveyed. Military service was not a significant predictor. Supplemental analysis of perceived usefulness found that compatibility and appropriateness may provide the best direction of emphasis for administrators seeking to encourage AVT use. [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.]