Course management systems (CMSs) are Web-based systems of instructional and software tools that support some or all aspects of course preparation, delivery, and interaction. Institutions of higher education (IHEs) use CMSs to facilitate online programs and support the learning process. However, CMSs often lack quality due to undefined minimum specifications, functionality, and standards. The problem addressed in this study was the lack of understanding of the relationship between critical design factors and faculty satisfaction with the implementation of CMSs at IHEs resulting in the potential for decreased faculty satisfaction in CMSs. The research included a pilot study and random sample survey using an online questionnaire and several statistical analyses of the results. The participants included 494 faculty members responsible for at least one online business course at IHEs located in Virginia, North and South Carolina, Georgia, and Florida that utilize CMSs to deliver course materials. A quantitative correlational design was used to determine the relationships between critical design factors and faculty satisfaction. Key results indicated a statistically significant relationship for hypotheses 2, 3, and 4. There is sufficient evidence to indicate a significant relationship between CMS selection requirements, constraints, assumptions, and faculty satisfaction with implementation of CMS business courses. The implications of these results might assist IHEs in utilizing faculty input when forecasting benefits and value in terms of integrating CMSs into online learning platforms. Recommendations for future research include (a) a qualitative study of faculty's satisfaction of CMSs at IHEs, (b) a quantitative study of student's satisfaction of CMSs at IHEs, and (c) a more extensive study that is nationwide and includes more IHEs in multiple regions.