Distance education as a field of educational endeavor is at a crucial juncture in its historical development. The notion of learning at a distance has gained wide acceptance across the developed world. Instructors, physically and temporally separated from learners using newly emerging information and communication technologies, are widespread. Most postsecondary institutions have employed, or plan to develop, forms of "distance-like" educational activities for both campus-based and remote students. Yet, as acceptance has increased for such learning activities, many distance educators feel that they are no longer recognized as leaders in the emerging field of technology-enhanced, hybrid, flexible learning environments. This article asks a series of questions which will help to illuminate the challenges facing distance educators at the beginning of the 21st century.