A sequential, mixed-method study was conducted to investigate student affairs administrators and faculty perceptions of distance education as preparation for employment in student affairs. An online survey was administered to both administrators (N = 754) and faculty ( N = 69) in order to collect data for quantitative analysis. Variables included participant rating of importance and acquisition of competencies, professional experience, experience with distance education, and philosophical orientation. A one-way ANOVA was used to examine relationships between differing variables; while a MANOVA was used to examine relationships between the two participant groups and corresponding variables. Results from quantitative data informed the qualitative data collection process which consisted of analysis of open-ended survey question and phone interviews with six student affairs administrators and six student affairs faculty. Preliminary analysis indicated approximately 80% of both administrators and faculty who participated in this research study have reservations about distance education as preparation for employment in student affairs. Further analysis indicated administrators and faculty reservations of distance education as preparation for employment in student affairs centered on a perceived lack of face to face interaction and personal contact in distance education. However, several administrators and faculty who participated in this research study indicated a willingness to suspend negative perceptions of distance education if personal interactions could be recreated in an online environment. Convenience and access were listed as the main benefits of distance education. Currently there are no standards addressing distance education in student affairs which specifically address the humanistic orientation of student affairs. The growth in graduate programs offered online is anticipated to increase. Findings from this research highlighted the importance of student affairs administrators and faculty being provided with standards of online graduate preparation in student affairs which address potential concerns regarding face to face interaction and personal contact.