With an increase in distance faculty, it is important to understand how faculty perceptions of undergraduate research mentorship differ between distance and traditional faculty. Perceptions were examined in a medium sized, not-for-profit university with both residential and distance faculty. Residential faculty were more likely to mentor or were very interested in undergraduate research, but overall interest in mentorship was similar across campuses. Faculty status or career experience was not correlated to interest or engagement in research mentorship. Traditional faculty were more likely to report time commitment as a significant barrier than distance faculty. Other barriers and benefits were aligned between campuses, with top benefits, barriers, and motivators being student-focused as opposed to faculty or institution-focused. The majority of faculty surveyed hold undergraduate research as an integral component of higher education. Recommendations for future include the exploration of online student motivation and preparedness to engage in research as well as the mindset (fixed versus growth) of faculty regarding student motivation and preparedness.