The general purpose of this quantitative study was to review university visual art instructor attitudes toward online visual art courses, instructor perspectives toward online education instructor incentives, and instructor experience with five main technologies in accredited higher education institutions in the United States. The general findings indicate that 1) respondents show a high percentage of visual art instructors have negative attitudes toward visual art online courses; 2) visual art instructors find instructor incentives to be an important aspect for visual art online courses; 3) visual art instructors have a high percentage of technology experience; 4) visual art instructors working full-time at a 4-year institution have more experience with five main technologies than instructors working full-time at a 2-year institution ; 5) visual art instructor technology experience and visual art instructor attitude towards online visual art courses have a significant correlation, suggesting that instructors with technology experience are more likely to have positive attitudes toward distance education than instructors with less technology experience; 6) instructors are interested in learning more regarding visual art online courses; 7) visual art instructors support non-materialistic professional development in preparation for visual art online course instruction. Research suggests that technology experience and professional development both sustain importance for positive instructor attitudes toward visual art online courses.