Much has been written about why university faculty choose to refrain or participate in online instruction (Beaudoin, 1990; Bower, 2001; Clark, 1993; Dillon & Walsh, 1992; McKenzie, 2000; McKinnon, 1998; Paulson, 2002; Rockwell, Scheuer, Fritz, & Marx, 1999; Schifter, 2002; Wilson, 1998). Missing from the empirical knowledge base, however, are phenomenological studies that allow faculty to detail their own realities and factors that enhance or hinder their overall satisfaction and perceived effectiveness online. Researchers conducting this qualitative descriptive study explored the attitudes, experiences, teaching practices and perceived barriers to effective online instruction for university faculty. Participants (n = 101) were emailed an invitation to participate in the online, open-ended survey research through distance learning listservs within the United States. Faculty from two- and four-year universities, nonprofit and for profit institutions, and who had taught online a minimum of two semesters were included in the sample. Data were coded for common themes, and five major categories emerged: Administrative and Institutional Support, Student Readiness, Instructor Readiness, Technical Support, and Academic Integrity. Implications for practice as well as suggestions for enhancing the "self-actualization" of online faculty will be discussed. (Contains 4 tables and 1 figure.)