This article presents the results of an investigation into the qualities and qualifications sought in distance education leaders by institutions of higher education in the United States. The researchers examined 191 distance education leadership position announcements posted by online sources between 1997 and 2010. Content analysis of these announcements suggests that distance education leadership in higher education requires preparation at the graduate level and a variety of academic and administrative experiences and skills including leadership, program evaluation, technical expertise, teaching, and course development. Leadership responsibilities are equally broad within a range of strategic, operational, and instructional areas.There has been tremendous growth in distance education programs across the United States in the last two decades. Davies, Howell, and Petrie (2010) suggest that distance education is gaining acceptance as a feasible and essential educational experience for students. The increased interest in distance education in higher education institutions as a delivery system for flexible learning has resulted in increased visibility and accountability for institutions and administrators (Milligan and Buckenmeyer 2008). Wherry and Windes (2010) posit that there is a recognition of the value of online distance education to students Correspondence should be sent to John Nworie,