The demand for college faculty to teach online has increased substantially over recent years (Jaschik & Lederman, 2022; Perrotta & Bohan, 2020). However, online courses are often ineffectual (Hart et al., 2018; Su & Waugh, 2018) and expand gaps in equity and student achievement (Sublett, 2022). These problems may be linked to insufficient professional development (Bawa, 2016), and recent studies indicate that faculty often lack training in online teaching (DeVaul et al., 2023; Gordy et al., 2022; Maniruzzaman, 2022; Walsh et al., 2021). Moreover, faculty who are new to online teaching (5 of fewer years of experience) may lack confidence in their ability to effectively teach online (Martin et al., 2019). Online learning can benefit diverse student populations like those who attend Oregon's community colleges (Oregon Secretary of State, 2022). However, there is a scarcity of research available on community college faculty members' online teaching preparedness (Vang et al., 2020). The purpose of this qualitative interpretative phenomenological study was to explore the experiences of community college faculty members who are new to online teaching. Data was obtained through qualitative surveys and one-on-one semi-structured interviews. Results from this study can provide stakeholders such as educational leaders and policy makers with deeper insights about the experiences of online faculty and the types of practices and policies that may impact them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]