The popularity and use of online learning are continuing to grow. Faculty members must be available to teach online courses for institutions to offer online education. However, some instructors do not consider online learning a viable substitute for face-to-face instruction. This qualitative interpretive phenomenological study was conducted to examine the online teaching experiences of community college instructors. The study used the unified theory of acceptance and use of technology (UTAUT) as the theoretical framework. Interview questions were posed to community college instructors using a modified UTAUT survey instrument as part of this qualitative interpretive phenomenological study. Two conclusions from this study were drawn: (a) certain factors influence community college instructors' perceptions of online teaching, and (b) the UTAUT is an effective theoretical model for analyzing those perceptions. Based on the analysis of the data, themes related to performance expectancy, effort expectancy, social influence, and facilitating conditions emerged. These emergent themes were consistent with the UTAUT and included time, workload, health, technical proficiency, college personnel, family, students, the COVID-19 global pandemic, resources, and support. This study also suggests that researchers can use the UTAUT as a theoretical model for analyzing community college instructors' perceptions of online learning. Using the UTAUT to structure the data collection and analysis was a valuable method for conducting the research. Future research should encompass diverse instructors, comparing community and 4-year colleges globally to understand online teaching perceptions and the influence of learning management systems and training methods for online teaching staff. [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.]