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The student demand for online learning is forcing college administrators to identify faculty who have expertise in their discipline, technological skills sufficient to navigate the demands of online teaching, and willingness to be involved in online teaching. Before this work had been started, the review of literature indicated that research had investigated the faculty involvement in universities and two-year colleges only, excluding faculty in technical colleges. The present study has investigated this excluded group with the purpose of providing a comprehensive online faculty profile by examining faculty demographics, faculty attitude toward online teaching and learning, technology training, and personality types.