Distance education (DE) is now closer to being main stream than many faculty and administrators in universities thought it would be, however, for many faculty members, losing the apparent locus of control from the traditional classroom to that of the technology mediated classroom is not comfortable. In addition to changes in faculty teaching roles, also to consider is how faculty are typically rewarded for their efforts, specifically through salary, promotion and tenure, or adjusted workload opportunities. So, if faculty report that teaching a DE course is more time consuming, but also report that they are compensated for a DE course as a regular course, what can a university offer as an incentive to teach within a DE initiative? In the spring and summer of the year 2002, members from four national organizations were invited to participate in a survey questionnaire. The survey asked about DE faculty compensation and incentive practices to support faculty in teaching within DE initiatives. What does this information tell us about how faculty are compensated or encouraged to participate in DE initiatives? Basically, it tells us that over the three years between 1999 and 2002, developing DE courses was more highly valued than teaching DE courses.