With the increase in students attending for profit open-enrollment universities (FPU), there is a need to understand the learning experiences of these students. There is a gap in the research that identifies faculty's teaching and learning experiences in FPUs. The topic of this generic qualitative study was the experiences and perceptions of faculty who currently teach or have taught online at FPUs. The theories of connectivism and self-efficacy were the theoretical framework for this study. The inclusion criteria were that each participant either currently teaches or has taught online at an FPU and has received new faculty training. Additionally, demographics identified that all participants had previously taught at a selective traditional non-profit university (NPU) or earned degrees at NPUs, and this was an issue in their responses. Data were gathered from online interviews that were audio recorded and transcribed for later analysis of codes, patterns, and themes within the participants' reported experiences. After the analysis of eight interviews, four themes emerged. In Theme 1, participants described the differences between FPU, including FPU students' lack of preparedness, the NPU's lack of professional development, and FPU's focus on increasing retention. Theme 2 focused on FPU faculty attitudes and beliefs, including the lack of commonality with their students because of their traditional educational experiences, the concern for student well-being and learning, and their beliefs that FPU led innovation in online education. Theme 3 was a discussion of professional development comparing the focus in NPU as publications, grants, and the university's prestige. In contrast, the focus of professional development in FPU universities was on the internal dialog on teaching and learning and providing clear expectations of their role as faculty. In theme 4, the faculty described the students as customers model, with faculty given clear expectations about engaging learners. Additionally, the FPU courses were prefabricated with the outreach and grading requirements defined, which caused some feelings of lack of efficacy and reduced their feelings of professionalism. The results showed that all participants could do their assigned faculty jobs confidently. They all thought the FPU universities were trying to make the best environment for their students. The conclusion was that the FPU faculty felt they had more significant connections with their learners than in their previous faculty positions or educational experiences in NPU and enjoyed these interactions with the learners as part of their role in an FPU. [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.]