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This study's purpose was to examine the perceptions of Florida's full-time community college faculty members who teach by distance learning concerning the ten policy areas set forth by Berge and Muilenburg (2000). Focus group sessions indicated that faculty members felt certain barriers related to their online experiences. Faculty time and compensation, which deals with how much time faculty members spend and how much they are compensated, seemed to be the greatest barrier while access seemed to cause faculty members the least amount of concern. But factors such as training, size of the institutions, and complexity of the programs seemed to play a role in their perceptions.The promise of e-learning and the related trend, online education, is touted so often that it has become one of the mantras for higher education in the 21st century. And there are good reasons. Instructional capabilities and the quality of educational experiences improve steadily with technological advances in both hardware and software. In fact, some observers contend that e-learning will reshape education and make the stand-up lecture obsolete by enhancing the opportunities for class participation and permitting more individualization of content. Further, e-learning promises cost reductions and

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