Growth in distance education programs has required academic institutions to seek and train additional adjunct faculty. Training program content and delivery methods vary among institutions: however, there is an absence of research on whether incorporating learning strategies that consider assumptions about an adult learner increases satisfaction levels in faculty training. This quantitative, non-experimental study examined the dependent variable of satisfaction felt by adjunct online faculty in relation to learning style, gender, and the method and content of training programs. Stratified random sampling yielded 139 faculty who had taught an online course and participated in an organized faculty training program. Instruments used were Felder and Soloman's ILS and Frese's Online Faculty Training Survey. Pearson's r determined a correlation between teaching experience and faculty satisfaction toward both training method and training content, r (135) = 0.215, p = 0.011 and r (125) = 0.280, p = 0.001, respectively. ANOVA revealed statistically significant relationships between the Active/Reflective and Sequential/Global learning style subgroups toward training content, F(2, 124) = 5.43, p = 0.006 and F(2, 124) = 3.08, p = 0.049 respectively. Independent t-tests found significant relationships between gender and satisfaction toward both training method, t(137) = 2.28, p = 0.024, and training content, t(126) = 2 25 p = 0.026 with males indicating greater satisfaction levels. Statistically significant correlations were identified for the Visual/Verbal subgroup between learning style and training format in relation to faculty satisfaction toward overall training, where this subgroup, F(2,126) = 3.10, p = 0.05, showed more effect on satisfaction than did training method, F(2, 126) = 1.42, p = 0.24. Training method revealed stronger correlations to satisfaction than learning style for Active/Reflective, Sensing/Intuitive, and Sequential/Global subgroups. These findings provide research based support for the consideration of learning style and gender when developing training programs for faculty. Incorporating opportunities for open communication and collaboration between faculty and instructors through reflection and online mentoring will increase satisfaction levels, improve faculty self-concept, increase instructor effectiveness, and aid in retention efforts. Further study is recommended on gender attitudes toward communication methods and the correlation to faculty satisfaction toward training. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]