Distance education in the form of online education is becoming a desirable and preferable way to teach nursing. This paradigm shift has implications for changes in faculty role, and student/faculty relationships. Faculty face new challenges that include course redesign, working in partnerships, developing new communication techniques and using advanced technology. The purpose of this study was to determine faculty perceptions of teaching online. The study was based on previous research employing inductive processes through focus group interviews with nine nursing faculty teaching online. Findings resulted in a matrix: Reflections on the Role of Faculty in Distance Learning. The sample for the follow-up study included 68 nursing faculty teaching online across the US. A questionnaire was developed to address dimensions of the matrix conceptualized as: antecedent conditions, context, strategies and outcomes. Findings confirmed that context of teaching online included online curriculum, online environment, and adjusting timeframes. Strategies for online teaching included rethinking/redesigning, collaborative planning, communications and maintaining/revising courses. Consequences were faculty adjusting, faculty role change, increased course awareness, collaborative teaching and changing relationship with students. Implications for practice include the need for administrative support, curriculum redesign, development of new communication techniques for online courses and faculty development.