As the pedagogy of online instruction in higher learning institutions and universities continues to grow, academic leaders must determine the needs and ambitions of online faculty and staff to facilitate workplace satisfaction, personal growth, faculty retention, and professional progress. The problem is that, as the pedagogy of online instruction in higher learning institutions and universities continues to grow, the importance of determining the needs and ambitions of online faculty and staff to facilitate job satisfaction, personal growth, and professional progress has become apparent. The purpose of this quantitative correlational study was to determine if there is a statistically significant relationship between the academic field taught by postsecondary online faculty and leadership style preferences. The theoretical framework consisted of transformational leadership theory, transactional leadership theory, and laissez-faire leadership theory. A sample of 95 full-time and part-time faculty and academic leaders participated in the study by completing the Multifactor Leadership Questionnaire (MLQ) Form 5X. Using inferential tests consisting of Pearson's chi-square analyses, Cramer's V, and one-way ANOVA, the results showed no statistical significance between academic fields taught by postsecondary online faculty and leadership style preferences. Although the findings did not indicate a statistically significant relationship between academic fields taught by postsecondary online faculty and leadership style preferences, the identification of online faculty leadership style preferences can help administrators and leaders of postsecondary institutions to formulate best practices that improve faculty job satisfaction, staff retention, and better delivery of instruction to students. [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.]