Although online student enrollment has shown double digit growth for almost a decade and academic leaders recognize that online education is necessary for enrollment growth, little is known about what motivates students to enroll in or faculty to teach face-to-face (F2F) versus online courses. The psychometric properties of a motivation scale were examined with students (n = 235) and faculty (n = 104) at a large, public, urban university in the southeastern USA. Analyses revealed that the scale was reliable as intrinsic and extrinsic motivation for online and F2F courses were similarly constructed for students and faculty; additionally, results revealed that motivations for online and F2F education are distinct concepts. Findings also demonstrated that online extrinsic motivation predicted the number of online courses students completed, while F2F intrinsic motivation negatively predicted the number of online courses a faculty member had taught. These results address several limitations with existing motivation measures and enhance the ability to predict student and faculty outcomes in online education.