The purpose of this quantitative correlational design research study was to determine if or to what extent online teaching self-efficacy, years of online teaching experience, and the number of weekly telework hours predicted engagement in recovery experiences (psychological, relaxation, mastery, and control) among faculty who teach post-secondary online courses full-time at a university in the southwestern United States. The Social Cognitive Theory, Conservation of Resources Theory, and the Effort Recovery Model were explored to assess the problem: it was not known if or to what extent online teaching self-efficacy, years of online teaching experience, and the number of weekly telework hours predicted engagement in recovery experiences (psychological, relaxation, mastery, and control) among faculty (n=83) who teach post-secondary online courses full-time. The results of the multiple linear regression model p˂.05 statistically significantly predicted psychological detachment, F(3, 79) = 3.93; relaxation, F(3, 79) = 4.73; mastery, F(3, 79) = 3.93; control of leisure time, F(3, 79) = 4.27. The results indicated that online teaching self-efficacy statistically significantly predicted psychological detachment and mastery. Telework was a significant predictor of relaxation and control. This study provided further insight into the collective use of the predictor variables predicting psychological detachment, relaxation, mastery, and control recovery experiences, which builds on the body of knowledge and participates in practical applications impacting the future of online educators.