Online learning is rapidly becoming one of the most prevalent delivery methods of learning in institutions of higher education. It provides college students, especially adult students, an alternative, convenient, and cost-efficient method to earn their credentials, upgrade their skills and knowledge, and keep or upgrade their employment. But at the same time it brings about new issues and challenges different from traditional instruction, including student verification, prevention of academic dishonesty, and use of new technology. The purpose of this study is to examine the effectiveness of student authentication and authenticity in online learning at community colleges through faculty's perceptions of the three key institutional factors: (a) institutional policies and procedures; (b) professional development and training; and (c) technology support services. The results of this study show that there are significant gaps between what are considered by faculty as important in the three areas and what are in place in reality. Evidence of this study also indicates that professional development and training and institutional policies and procedures have a positive effect on the increase of faculty's awareness of the importance of student authentication and authenticity. Additionally, implications for further research, as well as for policy and practice, are discussed.