In light of the recent growth of online education and its disruptive impact on higher education, this study compared faculty attitudes toward teaching online across institution type, including community colleges and four-year public and private institutions, as well as across faculty with and without online teaching experience. While the data reflected similarities across groups, there were also striking differences which included the following: experienced online community college faculty indicated more so than those at four-year public/private institutions that online education was inferior to face-to-face instruction; intellectual property was reported as more important to those who had not taught online than to those who have online teaching experience across all settings; and community college faculty reported more negative attitudes toward online education over the past five years than did those at other types of institutions in the study. At the same time, faculty members who responded to this study were influenced to engage, or consider engaging, in online teaching in order to meet students' needs, reach new students not previously served by the institution, discover ways to enhance and strengthen teaching through new technologies, and increase the flexibility of their schedules. It appears there are different perceptions and motivating factors across institutional types for teaching online, which may influence institutional strategies.