With the continuous advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a result, public not-for profit higher education institutions are striving to meet the demand and remain competitive and relevant in the industry of higher education while concurrently ensuring that they are providing the best quality of education that can be offered for purposes of distance learning. When considering faculty in distance learning, faculty play a significant role in ensuring that the quality of education is preserved and reflected throughout curriculums and programs unrelated to the instructional method selected. Therefore, understanding their thoughts and perceptions of distance learning is paramount to uncover areas for improvement since they are the ones that experience the impact of distance learning first hand. Therefore, the results of this qualitative case study of a college within a major four-year public not- for profit higher education institution were used to determine the attitudes, perceptions, and concerns of faculty members who teach in a distance learning environment. Being informed of underlying perspectives that faculty grapple with is imperative for institutions to improve organizationally. As a result, removing obstacles that can hinder change can assist institutions' administration to discover innovative approaches that foster an atmosphere where distance learning can thrive and increase a greater embrace by faculty.