Time management in faculty online and blended/hybrid higher education is becoming a major concern -- one that is likely complicated by recent growth in demand for these learning opportunities, rapid changes in necessary technologies, and the need for faculty training and development with respect to technology use. Using interview, survey and participant validation activities for gathering data, this qualitative study explored the association between: (1) the use of some specific time management practices (goal- setting; prioritization; delegation; use of supporting technology - including learning the technology; and work-life balance planning) and (2) instructor feelings of success and satisfaction when offering online and blended/hybrid courses. While this study identified valuable insights from current practitioners concerning time management of online and blended/hybrid teaching endeavors, findings were inconclusive with regard to identifying the association of any specific time management practice with success and satisfaction. Specifically, over one-third of participants did not believe their ratings of success and satisfaction related to their experiences managing their time when offering online and/or blended/hybrid course(s). Participant comments did indicate that learning the technology and goal-setting for professional development (two time management activities) were possibly associated with perception of success and satisfaction, but the nature of the association was unclear. Findings suggest the need for sharing practitioner insights on time management detailed herein, as well as pursuing additional research on the effectiveness of faculty implementation of time management practices on improvement of time management in online and blended/hybrid teaching environments.