The purpose of this study was to further our understanding of why faculty are initially inclined to and continue to participate in online teaching. Online education is a growing environment within institutions of higher education across the United States and the world. This qualitative inquiry was guided by two primary research questions: 1) What initially motivates faculty to teach in the online environment? 2) What continues to motivate faculty to teach in the online environment? Eight graduate level faculty from a large southeastern university participated in the study. They were from a variety of disciplines with at least four years of teaching experience in the online environment. Each participant took part in a one-on-one interview with the researcher. Data analysis revealed that faculty are intrinsically motivated to teach in the online environment for personal reasons such as excitement about the technology and the convenience offered by the environment. Additionally, teaching online provides a rich learning environment and enabled them to rethink how they presented their courses. While external motivators were present for some of the participants in this study, overall extrinsic motivators were not major reasons why faculty engaged in online teaching. In general, faculty stated they believe that online teaching is here to stay and it should be embraced.