In this interpretive and pragmatic case study, I interviewed instructors who had taught online or blended courses and their department leaders at a public university in the southeastern United States in order to explore and understand how faculty experienced online teaching. I also analyzed relevant documents and observed the online classrooms for some of the participants. Participants were faculty in the departments of Agriscience and Family and Consumer Science, in which courses traditionally include laboratory and field experiences. Themes that emerged in regard to transitioning to online teaching were that 1) some faculty transition through trial and error, 2) training is important when transitioning, 3) prior experiences in online courses are important, and 4) on-campus support is important. Themes that emerged in relation to online teaching experience were that 1) online courses could engage customarily passive students, 2) the "human factor" matters; 3) online teaching can enhance on-ground teaching, and 4) teaching and teaching preparation are different for online teaching. Finally, themes related to digital literacy experiences in online teaching included: 1) faculty assumptions about student digital literacy skills are often wrong, 2) faculty must be competent and comfortable with technology, and 3) online courses help prepare students for digital literacy competency needed in the future. Fully online courses may not be the best option for teaching courses containing hand-on laboratory component; creative hybrid formats offer the option for online learning and still provide the valuable hands-on experiences. [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.]