This study was directed specifically at university professors who teach online courses with an investigation into online faculty development practices for educational technology. The research project came forward with an observation of a problem: Many university faculty members continue to struggle with numerous aspects of educational technology. Understandably, one would think that faculty themselves are in the best position to identify their educational technology training needs, but unfortunately often have no input into the faculty development process (Okojie, Olinzock, & Okojie-Boulder, 2006). The intention of this research project was to go beyond the usual practice of training for simple “how-to” skills and to discover exactly what online faculty members find useful and valuable for educational technology training. The research project was a broad descriptive mixed-methods case study employing the Delphi technique that attempted to describe and interpret multiple realities, opinions, and meanings from online university professors. As a broad effort to provide information regarding best practices for faculty development with educational technology, a survey research design of one question allowed for interpretation of the data in a wide panoramic view. In the tradition of qualitative research methodology the research examined the depth of what was being said as well as finding linkage among main themes in order to discover the truth of the overall phenomena of faculty development of educational technology for online professors. The Delphi technique of returning again to the research participants was used to gather information regarding the degree of importance, or rating and ranking, of pertinent research findings.