Current trends in higher learning indicate an increase in the number of learners who will enroll in online courses. Administrators in higher learning believe distance learning will continue growing rapidly and play a major role in higher learning course offerings. This current trend causes an increased need for the use of online adjunct faculty to meet learner demands. The problem explored in this study was the disconnect online adjunct faculty members feel from the main campus and the limitations in their professional growth opportunities. By exploring the perceptions of online adjunct faculty, this study will assist in removing barriers that may play a role in hurting the quality of instruction for learners and eventually hurt an institution's reputation. The purpose of this qualitative multiple case study was to explore what online adjunct faculty members perceive as barriers that cause feelings of disconnect from the main campus and limited professional growth opportunities, and to extend equity theory, job satisfaction theory, and existence, relatedness, growth theory in the online work environment. Participants in the study were six online adjunct faculty members facilitating graduate and undergraduate courses at PhD granting institutions of higher learning regionally accredited by the North Central Association of Colleges and Schools within the U.S. This study used an adopted open-ended questionnaire and adopted semi-structured questionnaire to address two research questions. Data analysis revealed six major themes and one minor theme. Results indicated online adjunct faculty differ from their full-time counterparts. Further research should be conducted with adjunct faculty members who facilitate courses in a traditional brick and mortar setting.