The goal of this study is to investigate both the prevalence and the described strategies of university professors' use of one of the Scholarship of Teaching and Learning (SoTL) techniques, Classroom Assessment Techniques (CATs). This study also aims to compare whether traditional and online faculty and full-time and part-time faculty differ in their use of CATs. Through mixed methodologies, both statistics of the use of CATs (quantitative) and actual experiences described by faculty (qualitative) were reported. In Study 1, 117 university faculty were recruited for the survey study and all but five of them used some forms of CATs (97%) and about two-third of them indicated using CATs "often" or "always" (70%). No significant differences were found between adjunct and full-time faculty. No difference was found between faculty teaching online and in the traditional classroom. In Study 2, five adjunct faculty were recruited to participate in an interview study and descriptions of their experiences of the use of CATs were obtained and analyzed. Several themes were identified to address how CATs were used and why faculty supported the use of CATs. Implications for faculty training and future studies were discussed.