Over the course of three consecutive semesters, faculty members involved in both video-conference-based and online-based distance learning environments were surveyed in order to determine their perception regarding the technical support services, equipment, training and additional preparation time it takes to teach in a distance environment. The results showed that the faculty spent less additional time on training and preparation for distance teaching for courses that they repeated teaching in the same environment. However, thirty percent of the faculty still reported needing between ten and twenty additional hours of preparation time even in their third semester of teaching. Over the past several years, as the number of courses offered through distance learning technologies has increased, so has the discussion among college faculty regarding the perceived added responsibilities of faculty who teach in these environments. Of particular interest to faculty is the perception that these courses require far more development and preparation time on the part of the instructor than traditional classroom-based instruction. But when faculty are surveyed over time, do they report the same additional responsibilities associated with distance learning when they are repeated teaching the same preparation? Do faculty still require the same support services or receive the same encouragement or financial support after repeated semesters? This article will discuss the results of a research study that collected research over the course of three semesters from instructors teaching in a distance learning environment across one metropolitan campus. The article also includes a bibliography.