This mixed methods study examined the role that teaching style plays in influencing instructors' perceptions of satisfaction with online teaching at the postsecondary level. Two questions guided the study: (1) To what extent does preferred teaching style influence satisfaction with online teaching for instructors who teach fully online courses? (2) In what ways do instructors perceive their teaching style to contribute to their satisfaction with teaching fully online courses? The 46 participants were online instructors at a comprehensive Midwestern two-year technical college. A survey incorporated an adaptation of the Online Instructor Satisfaction Measure (OISM) (Bolliger, Inan, & Wasilik, 2014) as well as an adapted teaching styles assessment from the Grasha-Riechmann Teaching Style instrument (Grasha & Riechmann, 1996). In addition, six instructors participated in interviews capturing perceptions of satisfaction with online teaching in relation to teaching style. Key findings indicated a significant positive Pearson r correlation between satisfaction with online teaching and preference for a student-centered teaching style. Implications and recommendations for online faculty development programs were as follows: (1) Provide reflective, ongoing, and collaborative faculty development experiences focusing on teaching style transformations for the online classroom; (2) Consider preferred teaching style as a significant factor in the hiring, selection, and retention of online instructors; (3) Consider online instructors as adult learners who benefit from sharing expertise through peer mentoring and communities of practice; (4) Create clear and consistent institutional guidelines and expectations for online course development and facilitation across programs. [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.]