The purpose of this study was to determine areas of strengths and weaknesses in the institutionalization of distance learning at colleges and universities. To accomplish this goal, 30 factors found to influence the institutionalization of innovations were identified from the literature of several area. These factors were rated by distance learning professionals on how successfully each of the individual factors was being implemented at their respective institutions. Results were analyzed and compared according to institutional role (distance learning administrators or distance learning faculty), academic level of the institution (associate, masters or doctorate) and institutional locale (rural, suburban or urban).