As all higher education moved online due to COVID-19, some instructors were thrust into the digital environment without preparation. Despite enthusiastic efforts to learn and master new tools, many traditional educators quickly became worn out, disillusioned and dissatisfied. Without the direct feedback from students, they felt their teaching was stifled and ineffective. At the same time, there are highly effective online teachers who thrive in this environment and provide high quality education. Are they simply more used to this format or do they possess specific qualities that make them better suited to teaching online? After all, they made the conscious decision to teach online rather than in a traditional, in-person classroom. The exceptional situation of 2020/2021 presented a unique opportunity to study this question. This study explored the relationships between personal teaching preference, job satisfaction and burnout. A quantitative online survey with 114 instructors at IU Internationale Hochschule was conducted to shed light on this issue. Results indicated that overall satisfaction was very high, yet moderate to high burnout levels were a concern. Both satisfaction and burnout were closely linked to personal preference, which has interesting implications for hiring and developing faculty.