Online education opportunities continue to expand across the United States, as is evidenced at a regional institution in northeast Texas. Research literature supports that both administrators and faculty have concerns regarding online education. The authors conducted a study at this institution to investigate the concerns of university administrators toward online education and their attitudes concerning the establishment of institutional quality standards related to online education. Administrator and faculty concerns and suggestions for reconciling those concerns through faculty development opportunities were also investigated. Using a case study design, the authors conducted one-on-one interviews with the university administrators and distributed the Stages of Concern Questionnaire (SoCQ) to faculty to determine administrator and faculty concerns, respectively. The authors found that both faculty and administrators share similar concerns regarding online education and suggestions for meeting those concerns, although those concerns and suggestions are viewed from the unique role each plays at the institution. Effective communication between these two important institutional entities--administrators and faculty--is necessary to bridge the divide and reconcile administrator and faculty concerns regarding online education. (Contains 1 table.)