Over the past decade, scholars have explored factors that motivate or impede faculty decisions to teach online in the broader context of higher education (Mitchell & Geva-May, 2009; Shea, Pickett, & Li, 2005; Tabata & Johnsrud, 2008; Wright, 2014; Zhen, Garthwait, & Pratt, 2008). However, comparable research in specific, academic disciplines is limited, especially as it relates to online language learning (OLL). This study investigates the role of faculty demographics, experience, and their perceptions of OLL as they relate to motivating factors, barriers, and the perception of quality. The results identified seven interrelated themes that shaped the participants' (n = 24) decisions whether to participate in online instruction. Findings related to the personal nature of the decision to teach online and perceived return on investment distinguish this study from others. The article concludes with a discussion of reframing faculty decisions to teach online in terms of individual return on investment and with suggestions for future research.