Online education continues to grow and change and different colleges and universities have varying degrees of faculty control over course design. This multiple case study investigated patterns in the efficacy of faculty who teach online courses in relation to the faculty members' involvement in the creation of elements of course design. The research sought to understand how faculty efficacy was affected by faculty member's involvement in the design of online courses and how faculty involvement in different elements of course design affected faculty efficacy. Open-ended interviews were conducted regarding eight elements of course design (announcements, assessments, course materials, course objectives, course structure, discussion questions, and the gradebook) and pedagogical content knowledge (PCK). Seven faculty members participated in the study with three participants controlling 1-4 elements of course design and four participants having control over 5-8 elements of course design. Ten themes were analyzed and three major themes related to faculty efficacy emerged: alignment, standards, and administration. The data demonstrated that these concerns were more related to faculty efficacy in course design than were the particular elements of design. [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.]