This study aimed to identify the degree to which faculty members practice excitement styles during distance learning. The study sample consisted of (298) randomly selected male and female students who enrolled in bachelor's and master's programs in various colleges at Amman Arab University, Jordan. To achieve the study's goal, the researchers followed the descriptive approach and developed a scale to reveal the degree to which faculty members' practice excitement styles during distance learning. After verifying its validity and reliability, it was applied to the study sample. The results showed that the degree to which faculty members practice excitement styles during distance learning was moderate with total arithmetic mean of (3.43), and the arithmetic means of the tool items ranged between (3.82-2.61). Also, there were no statistically significant differences in practicing excitement styles due to gender, faculty, and academic program variables.