The purpose of this cross-sectional, correlational study was to investigate nursing faculty knowledge of best practices in online pedagogy, and to examine the relationship among nursing faculty characteristics and use of best practices. The framework for this study was based on Roger's diffusion of innovation theory. A convenient sample of 154 nursing faculty participated in the study from a total sampling of 824 nursing faculty who teach in accredited nursing programs in New York State. An online survey was used to deliver the survey to study participants. Nursing faculty reported that they have a moderate knowledge of the approaches and strategies used in the delivery of online pedagogy. There were no relationships between nursing faculty characteristics and best practices. Results from this study can be used in the creation of a faculty development program to assist nursing faculty members in the development and application of best practices for online pedagogy.