This study explored priorities for online instructional behavior in post-traditional programs at Private Christian University (PCU). No prior study had been identified that compared the online instructional priorities among fulltime faculty (n = 73) and online adjunct faculty (n = 69). This study would benefit those who oversee online instructional standards or who operate online adjunct faculty development programs. Quantitative research was conducted using a survey instrument to answer the three research questions. A t-test for independent means was used to analyze how full-time and adjunct faculty members prioritized 29 online instructional behaviors. The results indicated statistically significant differences on two items. An implication of the study is that, based on the lead indicator of instructional priorities, adjunct faculty members may provide as high or higher quality online instruction than do full-time faculty members.