Distance education (DE) is entering its fourth generation, requiring universities to consider how to sustain this continually evolving delivery method. Competition from for-profit entities, open-source depositories, and an increasing number of non-profit universities has created a competitive marketplace for academia to navigate. Rather than consider implementation of distance education, this research focuses on defining success factors for DE evolution and sustainability in non-profit, public four-year higher education institutions. It investigates controllable factors, directly influenced by administration and faculty, needed to foster a culture supporting high quality DE. Also investigated are non-controllable factors related to the role and impact of a technology savvy student body. A metadata analysis presents new insights for university administrators and faculty to sustain and grow existing programs. Theories for technology adoption, acceptance, and use underpin the research and conclusions. The findings suggest that higher education has moved beyond Roger's (1962) early adopter stage and is now faced with a need to establish a pathway for sustainability and growth in the face of increasing DE enrollment and technology change. Critical success factors were found to be university leadership with respect to infrastructure and faculty support systems. Additionally, faculty should continually challenge teaching paradigms and adapt pedagogy to newly adopted technology for continued success. Recommended strategies are provided along with suggested infrastructure and pedagogy components.