This study utilizes a qualitative research design to investigate the design experiences of massive open online courses (MOOCs) instructors in South American academic institutions. It reveals that MOOC instructors are primarily motivated to teach MOOCs from their desire to make contributions to society (e.g., providing free and accessible MOOCs on emerging topics and demanding subjects) and experience innovative teaching and learning, as well as respond to their institutions' call for MOOCs. These courses are designed to reach audiences who face linguistic, financial, and geographical disadvantages within South American regions. The findings of this study inform the need to develop more non-English MOOCs in a variety range of subject areas to provide access to a broader population and promote educational equity. This study further addresses the ambiguity of the relationship between OER and MOOCs. The findings indicate that though MOOC instructors in South America have not yet fully perceived the benefits of OER, many of them have successfully integrated OER into their MOOCs to make them more accessible.