As distance education initiatives flourish throughout higher education, new avenues of opportunity have opened for students and faculty alike. The literature is rich in findings related to factors which foster student satisfaction and success in the virtual environment. Despite the rising numbers of faculty teaching exclusively at a distance, the literature is silent on the identification of factors that support faculty well-being in the areas of stress and job satisfaction for those teaching exclusively online. This descriptive study used Delphi methodology to identify stressors and levels of job satisfaction among faculty teaching exclusively at a distance.