This study extended research conducted by Lloyd et al. (2012) and investigated faculty perceived (interpersonal, institutional, training/technology, and cost/benefit) barriers to online education. Statistical analysis revealed three major items: (1) faculty continues to experience barriers to online education; (2) faculty is receiving training and guidance in order to become more comfortable, and knowledgeable in online settings; and, (3) as faculty online experience increases, the perceived barriers decrease. Additionally, faculty provided detailed comments validating ongoing interpersonal, institutional, training/technology, and cost/benefit analysis barriers in online education. The data was collected from a Midwest public university.