The current study presents a qualitative exploration of faculty reactions to Massive Open Online Courses (MOOCs) using a netnographic approach. We coded over 1,000 faculty blogs to reveal that resistance to MOOCs is nuanced and not always negative. Specifically, while minimal research has explored whether a potential innovation user has valid reasons for not immediately adopting an innovation, faculty resisted MOOCs using a range of reasons including negative reactions and catastrophization (threat-based resistance), perceived misalignment with professional values (cultural resistance), failure to meet student needs (pragmatic resistance), and a lack of demonstrated effectiveness (precautionary resistance). These findings have implications for scholarly conceptualisations of innovation reactions by suggesting some reactions may be constructive and help with innovation refinement, as in the case of MOOCs.