Despite the continued growth of distance education, many institutions have not considered the motivation for online teaching by adjunct faculty. At the heart of this issue is that online adjunct faculty possess a greater role in the success of students, yet little is known about their motivation for taking on such a vital function. Published studies indicate that an increasing number of students, courses, and programs are moving online, and many part-time instructors are being utilized to teach, yet there are few studies focused on the online adjunct in higher education. As numbers of online adjunct faculty increase, forecasting their employment needs is essential. The purpose of this sequential, mixed-method study was to examine online adjuncts’ perceptions of what is important in their work. The research questions examined perceptions of online adjuncts in finding and retaining work, motivation to teach online, and professional development. A Delphi method was utlilized, and 39 online adjuncts completed surveys. The participants were non-random, self-selected experts in the field. Participants completed a quantitative survey and provided qualitative comments. At the conclusion of round three, consensus items were noted, and Cronbach’s alpha was used to establish scale reliability. Analysis revealed 23 consensus items. Online adjuncts placed importance on defining quality online teaching, competitive pay, a reasonable guarantee of work, the fostering of respect between adjuncts and full-time faculty, course preference as a reward, opportunities for asynchronous development, and informal and formal peer collaboration. This study gave voice to an important stakeholder in distance education-a stakeholder who directly serves students, impacts the student experience, and facilitates student learning and achievement.