Supporting online faculty at the "community college" level to prepare them to "teach online" can be a complex matter. Faculty who are first entering the online teaching environment often start with training to help them prepare to teach online. Supporting faculty who are teaching online means understanding faculty and their needs. The purpose of this study was to answer the question, how do faulty prepare to teach online and the objectives (1) identify the faculty's years of experience teaching both in-person and online, and the different types of training or professional development that faculty have complete to help them prepare to teach online. (2) explore faculty perceptions and experiences of how they prepare to teach online. (3) identify the different types of technology faculty use to teach online. This study was set up as a qualitative exploration, using a phenomenological approach to explore and answer the research question and objectives. Through a series of interviews with ten online faculty members, information and data was collected to learn about faculty's lived experiences preparing to teach online. The results of this study determined that the preparation process is "unique" and individual to each person. Each faculty member has a different perception of what it means to prepare to teach online. [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.]