In April 2007, the Association of Public and Land-grant Universities- (APLU-) Sloan National Commission on Online Learning was created through a generous grant from the Alfred P. Sloan Foundation. The purpose of the Commission was to engage the presidents, chancellors, and other institutional leaders in a unique, comprehensive discussion of the challenges and opportunities--and the costs and benefits--of online learning, with a particular focus on how these new approaches relate to the overarching strategic goals and missions of their institutions. The Commission's early work identified a gap or "disconnect" between presidents' and chancellors' recognition of online learning as strategically important to their institutions and online being included in the campus strategic plan. Accordingly, the APLU-Sloan National Commission on Online Learning Benchmarking Study was designed to illuminate how public institutions develop and implement the key organizational strategies, processes, and procedures that contribute to successful and robust online learning initiatives. The study was designed to contain two distinct but interrelated components: 1) a series of in-depth interviews with key senior campus leaders, as well as administrators and professional staff most directly involved in the development of online content and administration of online programs; and 2) a cross-institutional survey of faculty experiences with and attitudes toward online learning. The key observations and findings from the Benchmarking Study are contained in two volumes: "Online Learning as a Strategic Asset: Volume I: A Resource for Campus Leaders" and this volume, "The Paradox of Faculty Voices: Views and Experiences with Online Learning". This second volume is a detailed analysis of the Faculty Survey portion of the Benchmarking Study. It examines the contours of the faculty who design and deliver online content, as well as their attitudes toward many of the fun online learning, including time and effort, institutional support and incentives, and perceptions of the quality of learning outcomes. Appendices include: (1) Faculty Survey: Participating Institutions; (2) Faculty Survey: Methodology; and (3) Faculty Survey: Information Fact Sheet. (Contains 31 figures.) [For Volume I, see ED517308.]