Research that compares online and traditional classroom instruction is plentiful but focuses mostly on student satisfaction and learning outcomes. Despite advancements in online learning management systems, proliferation of personal devices adapted for online learning, increasing demand for flexible degree programs, and institutional pressure to offer more online courses, many instructors resist the transition to teaching online. Research that addresses instructors’ satisfaction and motivation to teach online is therefore important. Few models link satisfaction to the work characteristics or provide suggestions for improvement. We propose that the nature of the work itself influences instructor satisfaction and motivation to teach online. We therefore evaluate online instructor satisfaction and motivation using the well-accepted core characteristics job design model (Hackman, Oldham, Janson, & Purdy, 1975), and offer job design prescriptions that increase instructor satisfaction and motivation to teach online.