As online courses and degree program offerings at colleges and universities continue to grow, further exploration of the unique characteristics of distance education faculty is warranted. For example, research suggests faculty job satisfaction can impact the overall quality of online courses (Bolliger & Martindale, 2004; Bolliger et al., 2014), and studies have examined faculty satisfaction with online teaching at small research institutions and large for-profit universities (Bolliger & Wasilik, 2009; Barnett, 2017). However, faculty satisfaction with online teaching is unexplored in the context of a fully online public university. To identify factors influencing faculty satisfaction with online instruction in this context, the researchers surveyed adjunct faculty members in the college of social and behavioral sciences at a large, public, online institution. Using a modified version of the online faculty satisfaction survey (OFSS) developed by Bolliger and Wasilik (2009), 80 responses were received, with analysis indicating three primary components of online faculty satisfaction: student-related, instructor-related, and institution-related factors. All three areas had significant associations with general satisfaction. Overall, faculty were delighted with online teaching, with 96.25% of respondents agreeing or strongly agreeing with the statement, "I look forward to teaching my next online class." Higher education administrators with online courses and programs can increase faculty satisfaction by identifying how student-related, individual-related, and institutional-related factors of the online environment influence faculty contentment at their institutions.