Online faculty often experience a compelling emotional pull to survey their courses during off hours. Working during off hours can lead to faculty burnout, which affects teaching performance and ultimately the learning experience of the students. The purpose of the study was to identify the reasons for online faculty returning to the online environment after hours as well as to identify ways in which they can manage that tendency. McLean's (2005) research on stress and job satisfaction among distance educators served as the theoretical foundation for the study. The research questions address faculty perceptions of the need to return after hours, ways in which the online environment compels online faculty to return, and how online faculty manage this pull. A qualitative descriptive case study methodology was used to describe and explain the online environment's compelling attraction as well as describe online faculty's current procedures that are used to successfully manage such a feeling. Seventeen domestic undergraduate online faculty at a distance education university in the Midwest responded to the in-depth online survey to gather qualitative descriptive data on faculty perception of the compelling pull to return to work. Using open and interpretive coding, data were analyzed to identify patterns and themes surrounding faculty perceptions of the pull. The key findings suggested that the pull to return to the online classroom stems from a variety of factors: lack of student preparation for online learning, expectations of faculty, fear of job security, and the availability of the online environment. Positive social changes may come as a result of a greater understanding of this compelling emotional pull and additional research into ways to better support faculty in managing this feeling. Faculty who feel supported will be more satisfied which will lead to greater student satisfaction.