It is not known how faculty of online teachers in higher education courses described their participation in social networking communities and the influence of their community involvement on their preparation for, and application of technology-mediated teaching skills and training, in social networking communities for online teachers in higher education within the United States. Garrison's community of inquiry framework guided the current study. A qualitative descriptive study was used to collect data through convenience sampling. The study used questionnaires and interviews for data collection. Fifty online teachers completed the study criteria screening questionnaire. The researcher selected 22 online teachers for Skype interviews. Data analysis was conducted where codes were created and then grouped and analyzed to identify patterns and relationships. Five dominant themes were found: 1) collaboration and communication, 2) avoiding negative interactions, 3) personalized feedback, 4) SNC is quick and easily accessible, and 5) technology and the importance of platform training availability to participants. Participants described the importance of collaboration and communication and how their interactions within social networking communities allowed for positive teaching experiences. Teachers were able to find answers quickly and easily to personal teaching needs and platform or technology training. Some participants experienced negativity within the communities where the SNC experience was not as beneficial. The results that the current study revealed are important to education policy makers, teachers, and students. [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.]