While many colleges and universities have moved forward with implementing distance education (D.E.) programs, administrators still find difficulty in getting faculty to participate willingly. An understanding of faculty motivators and inhibitors, especially faculty perception of the "hassle factor" involved with D.E., will give administrators an edge in D.E. implementation. This study also provides important information that will help administrators understand why some faculty members are more open to involvement with D.E. The purpose of this study was to discover what factors may motivate faculty members at small, private colleges to adopt distance education, as well as what factors may inhibit that adoption. The college studied is located in the southeast and is a relative latecomer to the distance education arena. In 2003, the college Board of Trustees asked the administration to provide information regarding degree completion and distance learning educational programs for the next meeting. This is a tuition-driven institution, and when enrollment dips substantially, the college budget suffers. Distance education typically has offered new revenue streams for colleges that have adopted it (Diversifying Campus Revenue Streams: Opportunities and Risks, James C. Hearn, 2003). The research question was: What are the factors that will motivate or inhibit the participation of small, private college faculty in offering their courses via distance education? For the purpose of this study, the term distance education refers to instruction in which both distance and time separate the teacher from the students, as in an asynchronous distance education model. The phrase "factors that motivate" describes any phenomenon that would cause a faculty member to have a positive attitude toward delivering his/her course content via distance education technology. The phrase "factors that inhibit" describes any phenomenon that would cause a faculty member to have a negative attitude toward delivering his/her course content via distance education technology. These factors might be based on facts or merely on impressions of what each faculty member feels they would experience should they deliver their course to distance learners. The emotional responses of faculty are more important in this regard than are hard facts about the success or failure of distance education (Black, 1992).