This paper is part of an ongoing research which presents some key findings from existing literature related to academic staff perceptions of online teaching and development and implementation of online materials. One of the objectives to attain a gross Tertiary Enrolment rate of 45% by 2015 in Mauritius has already been reached in 2009/10. The potential of distance learning can be tapped in order to attract 100,000 foreign students and in making Mauritius a Regional Knowledge Hub. Some issues that might be considered in formulating appropriate professional development support for academic staff engaging in online teaching at the University of Mauritius (UoM) are raised. This ongoing research uses an adapted version of Berge and Muilenburg framework to examine the drivers and barriers which increase or decrease motivation to engage in e-learning to provide some insights into the challenges of embedding e-learning in higher education. While recognising the desirability of reaching out to new students and engaging in innovative pedagogical approaches, the preliminary findings from the focus group show that many academic staff prefer the traditional classroom lectures, and are sceptical about the potential for student learning in online settings. Factors in terms of lack of clarity in role, lack of infrastructure, time and support serve to decrease motivation. The paper concludes with some key observations on how university must address e-learning strategies, staff concerns through capacity building, awareness raising and the establishment of effective support structures for embedding e-learning.