This mixed-methods study, as part of program quality enhancement, investigated motivating factors of teachers choosing enrollment in an online master's degree in education in a state where legislative funding does not provide advanced degree pay. Students were surveyed at the conclusion of their program using a quantitative evaluation of programmatic and advising-related issues with follow-up qualitative responses indicating motivation for pursuit of the degree. There were 31 program completers who received the MAED Graduate Program Survey during their last graduate course, with 27 (87%) responses. Qualitative responses confirmed that motivating factors for pursuing a master's degree were mostly due to extrinsic reasons pertaining to the time and length of the program. Overall programmatic satisfaction was indicated, especially pertaining to programmatic factors such as course expectations, workload, course organization, and accessible communication between faculty and students. Additional satisfaction related to advising-related communication and access to resources and tools. While the program's cumulative action research project was noted as a strength in student responses, it was also a theme in suggesting improvement, such as more information about the project and support for research methodology. Findings have implications for teacher motivation, teacher development, and enhancement of distance education formats.