The push for increased use of online teaching in colleges and universities has been gaining momentum for some time, but even in that context the recent enthusiasm for MOOCs (Massive Open Online Courses), free online courses that often enroll tens of thousands of students, is remarkable and rightly dubbed "MOOC Mania." As with so many so-called "innovations" in higher education, the advocates for MOOCs are as varied as their motivations. However, with the exception of a few individuals at elite universities (several of whom have recently become CEOs in their own MOOC companies), teaching faculty are not driving the conversation about and assessment of MOOCs. In fact, they are often not even in the public conversation. The author's purpose in this article is to step back for a moment to examine some of the reasons why it is so difficult for faculty to get a toehold in the debate about MOOCs and to begin thinking about how they can position themselves to have a stronger voice and greater influence in their development.