The purpose of this study was to give voice to instructors on the front line of course design and delivery. To examine the process as well as their recommendations and cautions as the field of rehabilitation counseling continues integrating distance learning pedagogies. The number of master's programs in rehabilitation counseling offering distance learning as part of their pedagogy is on the rise. While educators continue in their commitment to reach more students and incorporate new approaches in their methods of instruction, the research is only beginning to address the needs of the educators as they begin to incorporate new and innovative technologies into their pedagogies. This study focused on gaining the perspective and insight of educators who have experience in both face to face and distance learning. In analyzing the responses of 15 educators, a theme emerged in response to each research question. For research question one, pedagogy was identified as the theme. However, instead of participants identifying a favorite pedagogy, they depended on the synchronous and asynchronous approaches that allowed multiple pedagogies to be threaded together to achieve an educational goal. In research question two, what emerged was the need for a larger conversation that could allow the development of a strategic plan. The areas for discussion were identified by participants as necessary for the field to continue growing and evolving to remain current and competitive. For the third research question, perseverance in how participants worked through apprehensions and adapted to new pedagogies was the overarching theme. From that recommendations were identified to assist instructors in integrating distance learning approaches into course design as well as strategies to consider when training new faculty.
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