The student demand for online learning is forcing college administrators to identify faculty who have expertise in their discipline, technological skills sufficient to navigate the demands of online teaching, and willingness to be involved in online teaching. Before this work had been started, the review of literature indicated that research had investigated the faculty involvement in universities and two-year colleges only, excluding faculty in technical colleges. The present study has investigated this excluded group with the purpose of providing a comprehensive online faculty profile by examining faculty demographics, faculty attitude toward online teaching and learning, technology training, and personality types. Through the analysis of data from 219 faculty teaching at technical colleges, the most significant variables that predict hybrid and online teaching were age, department affiliation, part-time employment status, positive attitude toward online teaching and learning, and the personality types of Sensing (S) or iNtuitive (N), Introvert-iNtuitive (IN) or Extrovert-iNtuitive (EN). The attended technology training sessions increased the involvement of technical college faculty in online teaching even though the overall results did not indicate significant findings. One unanticipated limitation, the definition for faculty involvement in online teaching, caused the researcher to question the validity of the definition that directed the study. Defined, faculty involvement in online teaching includes web-enhanced, hybrid, and online courses; however, the researcher suggests that a better definition of faculty involvement in online teaching would exclude web-enhanced courses altogether. [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.]