Numerous articles and documents have been written about the management of distance education. Yet, no studies have investigated the perceptions of faculty with regard to instructional support, and whether their perceived organizational support has a relationship to faculty motivation, commitment, and satisfaction in relation to distance technology. While various authors have described characteristics of a distance education leader, no one concrete definition has been arrived at that covers all aspects addressed by the various researchers. This literature review provides some documentation of what a distance education leader is, the characteristics of such, the requirements of such, and the actions of an effective distance education leader. It is hoped, through this article, to bring the insights of various researchers together into one place to help future distance education leaders to best fulfill the still unstated requirements of their positions.