When the faculty of a degree-awarding distance education institution is assembled, it is essential to meet the credentialing requirements established by the accrediting commission of the Distance Education and Training Council and the various state educational councils. It is also important to find faculty applicants with a love of teaching, instructional skills, and a consummate knowledge of their subject(s). When American Military University (AMU) began assembling its faculty, it soon became clear that the simplest solution was to leave faculty where they were and let them teach at a distance, from a distance. Once the obstacle of the necessity of physically assembling a faculty at one location had been removed, the search for a faculty became a search for the best-qualified, best-credentialed subject specialist teachers for each subject taught at the university. Among the faculty development guidelines emerging from AMU's experience are the following: include a provision for assessing faculty members' ability to work independently; implement an effective, graduated course development process; institute a continuing faculty assessment program; establish a program to keep faculty apprised of university developments/policy changes; and standardize all procedures to ensure an error-free and seamless interface with each faculty member on an equal basis. (MN)