As online learning is becoming more deeply entrenched in higher education, many institutions are designing professional development activities aimed at helping faculty improve their online teaching. The focus of this descriptive study was on identifying the preferences faculty who teach online have regarding how they want to learn about new technology, how to complete tasks in the online environment, and strategies they can use to enhance instruction. Additionally, the study sought to gauge faculty members' interest in working with other faculty to investigate online teaching issues. Results from a survey instrument administered to faculty who teach online at an institution in the mid-south indicate that faculty members prefer one-on-one meetings with instructional design experts, online resources, and informal interaction with colleagues. The authors recommend including faculty members' input in the design of professional development initiatives.