In higher education, colleges and universities are now utilizing cloud services, such as Google Apps for Education, Dropbox, and SkyDrive, and storage services for simplicity, uniformity, security, and flexibility. Several researchers found that despite the effectiveness of cloud-based technology in higher education, several difficulties were associated with the implementation process. Therefore, the purpose of the current study was to examine the experiences and views of faculty members with regards to the implementation of cloud-based applications in their courses. A phenomenographic approach was applied in this qualitative study. In addition, the researcher in this study aimed to investigate how the unified theory of acceptance and use of technology (UTAUT 2) factors can shape participants' intention to use cloud-based learning in their daily teaching practices. A purposeful sampling technique was used in this study consisting of 10 faculty members drawn from two colleges (Education and Art and Science) at Ohio University. The researcher in this study indicated that cloud-based learning was favorable. By integrating cloud-based tools in teaching, it is easy to bring instructors and students to the same platform. Moreover, the researcher found that cloud-based tools promote students' interaction, communication, and collaboration. Universities and educational institutions should provide instructors with the appropriate training and support in order to make the most of the cloud services. [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.]