There is a new buzzword in education: "MOOCs." These massively open online courses (MOOCs) can serve hundreds or thousands of students without the institutional hurdles found in classes at a university, such as acceptance requirements and physical location. Some schools are working with partners like Udacity and Coursera, while others schools are using home-grown websites or applications like iTunes U to deliver free instruction. With this rapid growth in pedagogy come growing pains, and none are feeling MOOC pains more than bricks-and-mortar universities. As business interests in MOOCs increased, a group of educators met in Palo Alto, California, to draft the first "MOOC Bill of Rights" that aims to establish goals and boundaries within MOOC education (Kolowich 2013a). For libraries in particular, MOOCs raise the questions of how and where library services fit into the MOOC model. This article explores the role the university library can play in the delivery of MOOCs. Some of the issues discussed include how the library can highlight the issue of open-access resources while complying with copyright law, the establishment of a process of curriculum development, and the level of support that would be considered reasonable and appropriate for a MOOC that is in session.