Abstract: Many studies have sought to investigate faculty involvement in online teaching during the pandemic however, the narrative voices and experiences of faculty in a college-based correction education program has been missing. The literature on this topic suggests that corrections education faculty often see and experience the online course development process as daunting, painful, and time-consuming process, while the teaching phase presents a more positive rewarding experience. While, many studies seek to detail faculty experiences with course and program design, few studies seek to understand the experience of correction education faculty who engage in the online course development and teaching process for the first time. Using phenomenology as articulated by Moustakas, (1994), this study sought to explore, document, and interpret corrections education faculty involvement in online teaching using the Unified Theory of Acceptance and Use of Technology, by Venkatesh, Morris, Davis and Davis, (2003) and Dewey’s (1938) Theory of Experience.