This mixed-methods study examined experiences of faculty (n = 197) teaching emergency hybrid courses at a public research university in the mid-south U.S. during the fall and spring semesters of the 2020-2021 academic year. Quantitative results indicated that faculty were experienced teaching emergency hybrid courses, but somewhat dissatisfied with the time required, difficulty in administering exams, level of student engagement, and low attendance in face-to-face class meetings. Qualitative results indicated successful future implementation of hybrid teaching requires specifically designed instructional spaces and technologies, dedicated support staff, and rigorously enforced enrollment and attendance policies. Recommendations are made to improve future hybrid teaching efforts.