<p>In order to plan and conduct more effective and efficient online teaching studies, it is important to determine how ready faculty members are for online teaching, what they can contribute to online teaching studies, and what their perspectives on online teaching are. In this study, the readiness of faculty members who teach distance education courses towards online teaching was analysed using chi-squared automatic interaction detection (CHAID) or “decision tree” analysis. This research is descriptive in nature. The authors used a “survey model” to determine the readiness of faculty members towards distance education. Participants comprised a total of 133 faculty members with different titles who taught distance education courses at a state university in Türkiye in the 2020–2021 academic year. The research showed that the faculty members’ ability to use technology in online teaching was very high, their perceptions of online teaching were at a moderate level, and their perceptions of social bonding and student engagement were positive. Increased access to web resources reduced the need for help, and those who used learning management systems (LMS) in face-to-face education could more easily transfer these skills to online exams. This had a positive effect on faculty members’ perceptions of online teaching. Conversely, faculty members who had no previous online teaching experience tended to perceive it more negatively. This study is important because it sheds light on the factors affecting faculty members’ readiness for distance education. The results of this study suggest that an online learning environment that takes into account faculty members’ circumstances and makes the necessary preliminary preparations is likely to increase the success and quality of their contributions to online learning.</p>