Online learning has become one of the chosen methods for completing a certificate of training or a college degree. To meet the demands of e-learning, the number of universities planning to use online learning as a tool continues to increase. Ensuring educators buy-in remains a challenge, as many teachers understand teaching online classes requires more work to teach than face to face courses. Presently, universities fail to understand the need for educator buy-in, which has led to problems for faculty teaching within e-learning. With the high number of universities increasing e-learning programs, questions have been raised regarding faculty members' support of online learning. Changes need to be implemented if educators are to be successful in the online environment and accepting of new learning management systems. The purpose of this qualitative multiple case study was to examine part-time and full-time, non-tenured and tenured faculty's perspectives on eLearning at their respective universities to better understand resistance factors that impact their acceptance of online learning as well as what would help to encourage their buy-in. A case study research design was conducted through an online survey. There were 19 educators from a professional organization who were surveyed. The researcher analyzed the participants' responses to questions and descriptions of experiences to discover themes that existed with the loss of human connection and institution support in an online setting. The results of this study led to six themes. The finding of this study highlighted that educators embraced online education but are still hesitant because of their perceived lack of support from their institutions. Study implications provided valuable data in the literature about online education to help institutions understand the perceptions of their faculty regarding face-to-face classes and online classes. A recommendation for future research may involve an in-depth examination of why the instructors believed that the presence of instructional design teams could decrease their resistance to accepting online education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]