Studies have shown that there is a direct link between a teacher's attitude towards self-efficacy and effectiveness. Further studies have refined this idea of how expressions of computer self-efficacy impacts upon attitudes regarding the use of technology in the classroom and by inference, the effectiveness of such technology. The purpose of this mixed method design study was to examine the impact that such attitudes can have upon faculty teaching at institutions of higher education as they relate to distance learning programs. This study examined 98 education faculty volunteer participants at five Pennsylvania State Systems of Higher Education Universities. Based upon responses to a survey, participants were assigned to one of three groups: low self-efficacy, high self-efficacy and high proficiency. The pool of participants was divided into two groups: have taught distance learning classes or have not taught distance learning classes. Quantitative analysis in the form of t -test analysis of the have taught and have not taught groups was performed and found significant differences between the groups at p<.05 regarding self-expressed attitudes of computer and technological self-efficacy. A one-way ANOVA analysis of variance was performed using the low efficacy, high efficacy and high proficiency groups and found significant differences between the groups at p<.05 regarding acceptance attitudes of distance learning programs and attitudes towards the hiring of faculty who have matriculated from graduate level distance education programs. Follow-up interviews were conducted with 12 survey respondents who volunteered to participate. The interviews revealed varying levels of confidence and mistrust of distance learning programs. The vast majority of the interview respondents indicated a reluctance to consider distance learning graduates for faculty positions.