Many observers find it baffling that faculty in higher education have been slow to adopt open educational resources (OER). The William and Flora Hewlett Foundation, a private foundation that makes grants to expand access to learning materials, defines OER as: Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and repurposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. OER offers many advantages. For example, it ensures that every student can afford access to course materials. OER also enables faculty to create materials customized for their classes. Despite these potential benefits, adoption of open educational resources remains limited. Some of the greatest OER use and adoption has taken place in community colleges, primarily pointing to the rising costs of textbooks and community colleges' concern for their students' financial needs. How can information professionals move OER farther into the mainstream? This is not only an academic issue but also an essential issue of economic fairness for students and for the entire world, the author argues. In this article, the author, an academic librarian at Arizona State University in Tempe, conducted a literature review and interviews colleagues to examine the current opportunities and challenges OER provides.