Remote learning was a key component of college strategies for addressing the COVID-19 crisis across the country. While many colleges already supported online delivery, others migrated course content to remote platforms for the first time. According to Holin IQ, the last half of 2020 saw the second largest amount of spending on information technology of any half-year period of spending in higher education. This included a combination of asynchronous and synchronous technology, and based on the relatively small drop in enrollments that most institutions experienced as a result of going remote, it seems the investments succeeded in helping students maintain progress toward completion. Converting the investments made to support remote learning into a new online revenue stream, however, is an entirely different proposition. It seems reasonable to assume that the number of institutions attempting to launch new fully online initiatives will grow drastically as a result of the vast investments made to support remote course migration in response to the pandemic. It is not that the concept of expanding delivery to online is an inherently bad idea. In fact, the trend for professional graduate programs is a migration to online delivery and, for those institutions offering professional graduate programs, the migration to online may be necessary just to maintain market share. However, what it takes to go beyond merely keeping up with market shifts and achieve additive growth can be counterintuitive to traditional higher education norms and requires far more than technology investment.