The decision to increase distance education enrollment hinges on the factors of pedagogical effectiveness, interactivity, audience, faculty incentives, retention, program type, and profitability. A complex interplay exists among these scalability concerns (i.e., issues related to meeting the growing enrollment demand), and any program's approach usually requires trade-offs. At Brigham Young University's Department of Independent Study, administrators have recently evaluated the effectiveness of their highly automated distance education classes, determining that more interactivity requires a trade-off with the accompanying demands. This article provides perspectives on these issues and then proposes four models that increase interactivity while allowing for some scalability.