With the rise of online courses taught at the post-secondary level, instructors must make decisions on what resources and tools they implement since this can directly impact student learning (Ascough, 2011; Means et al, 2010; Simonson, 2011). Moreover, instructors have access to thousands of free resources and tool though a click of a mouse as well as the resources and tools provided by their institution (Webel et al, 2015). However very little is known about the decision making process on choosing resources and tools, specifically for online mathematics instructors at the post-secondary level (Oncu et al, 2011; Simonson et al, 2011; Zawacki, 2009). The goal of this study was to, first, identify what resources and tools mathematics instructors are implementing in their online courses at either four-year institutions or community colleges in North Carolina. Second, this study focused on if and what instructor characteristics influences the decision making process. Finally, factors or priorities that influence the decision making process were discerned. A convergent mixed methods study was implemented to dissect the decision making process for online mathematics instructors at the post-secondary level in North Carolina. A survey was sent out to mathematics instructors at both four-year and community colleges in North Carolina to collect what resources and tools they currently implement in the online courses. Chi-square test for independence was utilized to analyze if and what instructor characteristics influence the decision making process for certain resources and tools. In parallel, semi-structured interviews with six online mathematics instructors were conducted to provide a more-in depth picture of the decision making process, specifically uncovering what priorities or factors did the instructors have. The findings from this study indicate that mathematic instructors in North Carolina use a wide variety of resources and tools in their online courses. Overall, Desmos was the most frequently mentioned resource by the instructors. For tools, instructors used learning management system to for course organization and online learning platforms for student homework. Certain instructor characteristics were also found to be significant to the decision making process. Instructors from four-year institutions and held a doctoral degree were found more likely to deliver courses synchronously. Instructors from a community college and taught lower-level mathematics course were more likely to implement an online learning platform. Finally, instructors holding a doctoral degree were more likely to utilize an app in their online course. From the interview, four priorities were found to be an influence on the decision making process: instructional, design, organizational, and individual. The instructional priority held the largest influence on the instructors as they discern through the plethora resources and tools. More specifically, the effectiveness of the resource or tool was a high priority for all six of the instructors. Overall, the study illustrated how dynamic and interconnected the decision making process is for online mathematics instructors. Findings suggest that online courses do require different resources and tools than a face-to-face course and instructors do take this into consideration. Findings also suggest the need for professional development on the different resources and tools institutions provide in order for instructors to discern what aligns with their priorities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]