With schools and students now able to secure high-quality online courses from beyond the ivy-covered walls, faculty--and institutions themselves--are weighing whether their stock is rising or falling. Increasingly, online courses and their content--previously the jealously guarded domain of professors--are being offered as out-of-the-box solutions by third-party companies and even other universities. Terms like "online course provider" and "school-as-a-service" are making the rounds, with Pearson, John Wiley & Sons, and 2U leading the way. The biggest splash, however, has undoubtedly come from MOOCs, those massive open online courses that have been hogging the ed tech headlines for the past 18 months. This article addresses the following questions in regard to MOOCs: (1) What does this trend mean for students?; (2) Will it make a wider array of high-quality instruction available, wherever students may be and at whatever school they attend?; (3) What does this mean for faculty, and their role in a world of imported coursework?; and (4) What does this augur for the schools themselves.